The Integration of Lexical, Syntactic, and Discourse Features in Bilingual Adolescents' Writing: An Exploratory Appro... - 1 views

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  #1 Khou Xiong on 12 Mar 12

   

  This article is about helping bilingual writing of English using quantitative tools. The article stated that writing is harder for L2 learners. The problem was probably with composing processes, such as text structure and text organization in both languages. The article mentions that not a lot of people had exam this problem but two studies did.
  
  "Two methodologically similar examples of this type were conducted by Kameen (1979) and Perkins (1980), who addressed various syntactic structures and productivity measures in the English writing of ELL university students. Kameen examined the ability of syntactic measures to predict good- versus poor-quality writing. Measures were applied to assess numerous writing features, including number, length, and types of T-units and clauses. The variables that predicted the participants' writing abilities included T-unit length, clause length, and incidence of the passive voice. Perkins (1980) investigated whether numerous linguistic measures (e.g., total number of T-units, T-unit length, number of error-free T-units) could predict students' holistic writing scores on expository texts as compared to outcomes on a standardized measure of English writing. Participants were advanced ELL university students from various countries. Results revealed that error-free T-units per composition, number of words in error-free T-units per composition, errors per T-unit, and total errors were significant predictors of the holistic writing scores. (Danzak)"
  
  Danzak think that Perkins and Kameen need more research. Danzak study 20 ELLs and he had no information about their parent's education background. Danzak had the student write about their autobiographies. Danzak had the teacher read aloud the prompt and briefly discussed the topic with the class. Then the student were given 30 minutes to address the prompt (Danzak). After Danzak collected the writing simple, Danzak would coded for lexical sophistication based on Ravid's (2006) Noun Scale. "This instrument was developed as both a ranking and a classifying tool and was applied here as a way of ranking nouns on a scale of 1-10, designating them as levels that range from concrete countable (level 1) to derived abstract (level 10)" (Danzak). At the end, Danzak's result show that students know how to apply knowledge-telling strategy to their writing rather then strategically planning, composing, revising their writing.

   

  <div class="cArrow"> </div><div class="cContentInner">This article is about helping bilingual writing of English using quantitative tools. The article stated that writing is harder for L2 learners. The problem was probably with composing processes, such as text structure and text organization in both languages. The article mentions that not a lot of people had exam this problem but two studies did. <br /> <br /> "Two methodologically similar examples of this type were conducted by Kameen (1979) and Perkins (1980), who addressed various syntactic structures and productivity measures in the English writing of ELL university students. Kameen examined the ability of syntactic measures to predict good- versus poor-quality writing. Measures were applied to assess numerous writing features, including number, length, and types of T-units and clauses. The variables that predicted the participants' writing abilities included T-unit length, clause length, and incidence of the passive voice. Perkins (1980) investigated whether numerous linguistic measures (e.g., total number of T-units, T-unit length, number of error-free T-units) could predict students' holistic writing scores on expository texts as compared to outcomes on a standardized measure of English writing. Participants were advanced ELL university students from various countries. Results revealed that error-free T-units per composition, number of words in error-free T-units per composition, errors per T-unit, and total errors were significant predictors of the holistic writing scores. (Danzak)" <br /> <br /> Danzak think that Perkins and Kameen need more research. Danzak study 20 ELLs and he had no information about their parent's education background. Danzak had the student write about their autobiographies. Danzak had the teacher read aloud the prompt and briefly discussed the topic with the class. Then the student were given 30 minutes to address the prompt (Danzak). After Danzak collected the writing simple, Danzak would coded for lexical sophistication based on Ravid's (2006) Noun Scale. "This instrument was developed as both a ranking and a classifying tool and was applied here as a way of ranking nouns on a scale of 1-10, designating them as levels that range from concrete countable (level 1) to derived abstract (level 10)" (Danzak). At the end, Danzak's result show that students know how to apply knowledge-telling strategy to their writing rather then strategically planning, composing, revising their writing.</div>

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