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A comparison of Generation 1.5, L1 a...

Doolan, Stephen Martin.

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A comparison of Generation 1.5, L1 and L2 tertiary student writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparison of Generation 1.5, L1 and L2 tertiary student writing./
作者:	Doolan, Stephen Martin.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
Contained By:	Dissertation Abstracts International72-10A.
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3467051
ISBN:	9781124780771

A comparison of Generation 1.5, L1 and L2 tertiary student writing.
Doolan, Stephen Martin.

A comparison of Generation 1.5, L1 and L2 tertiary student writing. - 212 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .

Thesis (Ph.D.)--Northern Arizona University, 2011.

"Generation 1.5" is a term used to describe a type of second language (L2), long-term U.S. resident who may demonstrate persistent language-related challenges in their writing. While the term Generation 1.5 is currently being used to identify a subset of language learners, definitions for this population differ (Schwartz, 2006). Yet, regardless of the lack of consensus in defining this population, demographic statistics from K-12 education indicate that the number of Generation 1.5 students entering higher education is sizable and will continue to grow (Western Interstate Commission for Higher Education, 2004). Along with this growth has come a need for tertiary instructors to address the linguistic challenges faced by Generation 1.5 students, particularly in first-year and developmental composition classes. Among the difficulties commonly noted among Generation 1.5 students are problems in controlling the academic register expected in tertiary writing tasks.

ISBN: 9781124780771Subjects--Topical Terms:

1018079
Language, Linguistics.

A comparison of Generation 1.5, L1 and L2 tertiary student writing.
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245 1 2 $a A comparison of Generation 1.5, L1 and L2 tertiary student writing.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: .
500 $a Adviser: William Grabe.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2011.
520 $a "Generation 1.5" is a term used to describe a type of second language (L2), long-term U.S. resident who may demonstrate persistent language-related challenges in their writing. While the term Generation 1.5 is currently being used to identify a subset of language learners, definitions for this population differ (Schwartz, 2006). Yet, regardless of the lack of consensus in defining this population, demographic statistics from K-12 education indicate that the number of Generation 1.5 students entering higher education is sizable and will continue to grow (Western Interstate Commission for Higher Education, 2004). Along with this growth has come a need for tertiary instructors to address the linguistic challenges faced by Generation 1.5 students, particularly in first-year and developmental composition classes. Among the difficulties commonly noted among Generation 1.5 students are problems in controlling the academic register expected in tertiary writing tasks.
520 $a The goal of this dissertation is to analyze specific morpho-syntactic and textual features of students' writing. The analysis determines possible similarities and differences between Generation 1.5 students and two other student groups: mainstream English as a first language (L1) writers and more traditional L2 writers (e.g., recent immigrants or international students). The current study determines the extent to which language-use variables in a sample of Generation 1.5 student writing distinguish their texts from those of their classmates. Results indicate significant differences between Generation 1.5 and L2 students on Holistic Writing Quality Scores, Word Errors, Word Class Errors, and Total Identified Errors at both the developmental and First Year Composition (FYC) levels. Generation 1.5 and L2 texts were also significantly different at the developmental level on Verb Errors and Spoken Features of Language and at the FYC level for Number of Words per Text. Generation 1.5 and L1 texts were significantly different at the developmental level on Academic Features of Language Theoretical implications are presented, suggesting that Generation 1.5 writing may be more similar to L1 writing at both the developmental and FYC levels than has been portrayed in previous Generation 1.5 research. Administrative implications are also highlighted, with the current study providing textual evidence to support combining Generation 1.5 and L1 students in mainstream writing classes.
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