東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Quantitative differences in English ...

Reid, Joy Maurine.

FindBook

Google Book

Amazon

博客來

Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students./
作者:	Reid, Joy Maurine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1988,
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 6720.
Contained By:	Dissertation Abstracts International50-03A.
標題:	Educational tests & measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8911827

Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students.
Reid, Joy Maurine.

Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students. - Ann Arbor : ProQuest Dissertations & Theses, 1988 - 186 p.

Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 6720.

Thesis (Ph.D.)--Colorado State University, 1988.

International students in U.S. colleges and universities often have difficulty writing adequate academic prose; one research area that has sought to identify the problems of and to discover solutions to English as a Second Language (ESL) writing is contrastive rhetoric: the study of texts written in English by native speakers (NSs) of different languages, based on the hypothesis that their writing will reflect the discourse patterns valued in those cultures, patterns that differ from U.S. academic English prose. This dissertation examined 768 essays written in English by NSs of Arabic, Chinese, Spanish, and English in order to determine whether distinctive, quantifiable differences existed between and among the four language backgrounds. The corpus, a proportionate sample of essays from the original research for the TOEFL Test of Written English, consisted of four essay prompts: two topic types, and two topic tasks for each topic.Subjects--Topical Terms:

3168483
Educational tests & measurements.

Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students.
LDR:03160nmm a2200301 4500 001 2153949
005 20180322121331.5
008 190424s1988 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI8911827
035 $a AAI8911827
040 $a MiAaPQ $c MiAaPQ
100 1 $a Reid, Joy Maurine. $3 3341679
245 1 0 $a Quantitative differences in English prose written by Arabic, Chinese, Spanish, and English students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1988
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 6720.
502 $a Thesis (Ph.D.)--Colorado State University, 1988.
520 $a International students in U.S. colleges and universities often have difficulty writing adequate academic prose; one research area that has sought to identify the problems of and to discover solutions to English as a Second Language (ESL) writing is contrastive rhetoric: the study of texts written in English by native speakers (NSs) of different languages, based on the hypothesis that their writing will reflect the discourse patterns valued in those cultures, patterns that differ from U.S. academic English prose. This dissertation examined 768 essays written in English by NSs of Arabic, Chinese, Spanish, and English in order to determine whether distinctive, quantifiable differences existed between and among the four language backgrounds. The corpus, a proportionate sample of essays from the original research for the TOEFL Test of Written English, consisted of four essay prompts: two topic types, and two topic tasks for each topic.
520 $a The Writer's Workbench (WWB), a computer text-analysis program developed by AT&T, was used to analyze fourteen variables in the areas of discourse fluency, lexical choice, and cohesion devices in the corpus. Analyses of variance and Scheffe tests of multiple comparison of means were used to determine significance among variable means. Results of the variable analyses showed the frequent co-occurrence of variable characteristics for each language background that differed significantly between and among language backgrounds. Moreover, the variable means of the NSs of English essays were used as a norm; many differences between those variable means and the means of the Arabic, Chinese, and Spanish language backgrounds were significant in different ways for different language backgrounds. Previous research from contrastive rhetoric and from multivariate discourse analyses was used to interpret the results of the study.
520 $a Recommendations based on the analysis included a discussion of the pedagogical impact of the results, for both ESL writing teachers and their students. In addition, future contrastive rhetoric research was recommended that will (a) replicate the present study and (b) extend the study in terms of language variables, language backgrounds, and topic types and tasks.
590 $a School code: 0053.
650 4 $a Educational tests & measurements. $3 3168483
650 4 $a Higher education. $3 641065
650 4 $a Language arts. $3 532624
690 $a 0288
690 $a 0745
690 $a 0279
710 2 $a Colorado State University. $3 675646
773 0 $t Dissertation Abstracts International $g 50-03A.
790 $a 0053
791 $a Ph.D.
792 $a 1988
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8911827