How Does the Language Control of L1 and L2 Writers Develop over Time in First-Year Composition?

Autor/inn/en	Eckstein, Grant; Chang, Ruei-Han
Titel	How Does the Language Control of L1 and L2 Writers Develop over Time in First-Year Composition?
Quelle	In: Written Communication, 39 (2022) 4, S.600-629 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221099474
Schlagwörter	Freshman Composition; College Freshmen; College English; Second Language Learning; Writing Improvement; Accuracy; Language Fluency; Syntax; Native Language; Scores + Suchen Sie Ihr Suchwort? Studienanfänger; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz
Abstract	Most U.S. colleges and universities expect students to improve their writing ability by taking first-year composition (FYC) courses. In such courses, non-native English (L2) writers with diverse language backgrounds study alongside their native English (L1) speaking peers. However, it is not clear how different these populations are in terms of their language development over time, leaving questions unanswered about whether L2 writers develop more or less than L1 writers in an FYC curriculum. To investigate, we compared 75 L1 and L2 students' written accuracy, fluency, and lexical and syntactic complexity over the semester of an FYC course. Data showed that L2 students had significantly higher rates of language error and less fluent and lexically complex writing compared to L1 writers. Moreover, L2 student writing became less grammatically accurate over 14 weeks despite showing greater fluency and syntactic complexity. These results suggest a need for plurilingual pedagogies in FYC that embrace diversity and inclusion while also providing L2 writers with instruction on socially powerful and dominant linguistic forms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01