A Comparison of Oral and Writing Development in a Second Language College Student.

Autor/inn/en	Eckermann, Carol; Kim, Anna Charr
Titel	A Comparison of Oral and Writing Development in a Second Language College Student.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Adult Learning; Age Differences; Case Studies; College Students; Comparative Analysis; English (Second Language); Error Patterns; Foreign Students; Higher Education; Language Acquisition; Language Patterns; Language Usage; Linguistic Theory; Oral Language; Second Language Learning; Syntax; Time Factors (Learning); Written Language + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Adulte education; Adult training; Erwachsenenbildung; Age; Difference; Age difference; Altersunterschied; Case study; Fallstudie; Case Study; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Fehlertyp; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachaneignung; Spracherwerb; Sprachmodell; Sprachstruktur; Sprachgebrauch; Linguistische Theorie; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Geschriebene Sprache
Abstract	A case study of second language development in a college student focused on comparative changes in the development of oral and written skills over a period of two years. The subject was a Russian student of English as a second language who had recently arrived in the United States. Errors and syntactic maturity were analyzed in writing samples during this period, and compared with results of oral interviews used for placement. Results indicate that errors decreased and syntactic maturity increased in the same way that occurs in a first language. It is believed that time was a critical factor in self-monitoring, so errors would decrease faster in writing when more time was available. However, errors decreased in the subject's oral expression at a faster rate than in his writing, supporting the hypothesis that adults use the language monitoring function to a greater degree than do younger students. Contains 12 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC