Generation 1.5 written error patterns: A comparative study

Journal of Second Language Writing

Volumn 21, Issue 1, 2012, Pages 1-22

  Doolan, Stephen M ^a   Miller, Donald ^b  

^a TEXAS A AND M UNIVERSITY CORPUS CHRISTI   (United States)

^b NORTHERN ARIZONA UNIVERSITY   (United States)

Author keywords

Developmental writing; Error analysis; Generation 1.5; L2 writing; Quantitative research methods; Text analysis

Indexed keywords

EID: 84857453993     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2011.09.001     Document Type: Article

References (32)

1. Arnaud P.J.L. Objective lexical and grammatical characteristics of L2 written compositions and the validity of separate-component tests. Vocabulary and applied linguistics 1992, 133-145. Macmillan, London. P.J.L. Arnaud, H. Bejoint (Eds.).
2. Arthur B. Short-term changes in EFL composition skills. On TESOL 1979, 330-342. TESOL, Washington, DC. C. Yorio, K. Perkins, J. Schachter (Eds.).
3. Bardovi-Harlig K., Bofman T. Attainment of syntactic and morphological accuracy by advanced language learners. Studies in Second Language Acquisition 1989, 11:17-34.
4. The CATESOL Journal Theme articles: Generation 1.5. The CATESOL Journal 2002, 14(1):103-250.
5. di Gennaro K. Investigating differences in the writing performance of international and Generation 1.5 students. Language Testing 2009, 26:533-559.
6. Doolan S.M. A language-related comparison of Generation 1.5 and L1 student writing. The CA-TESOL Journal 2011, 22:87-112.
7. ETS Test of written English guide 2004, Educational Testing Service, Princeton, NJ.
8. Ferris D. Teaching college writing to diverse student populations 2009, Michigan University Press, Ann Arbor, MI.
9. Foin A.T., Lange E.J. Generation 1.5 writers' success in correcting errors marked on an out-of-class paper. The CATESOL Journal 2007, 19:146-163.
10. Frodesen J. The academic writing development of a Generation 1.5 latecomer. Generation 1.5 in college composition 2009, 91-104. Routledge, New York, NY. M. Roberge, M. Siegal, L. Harklau (Eds.).
11. Frodesen J., Starna N. Distinguishing incipient and functional bilingual writers: Assessment and instructional insights gained through second-language writing profiles. Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-Educated learners of ESL 1999, 61-80. Erlbaum, Mahwah, NJ. L. Harklau, M. Kay, M. Siegal (Eds.).
12. Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-Educated learners of ESL 1999, Erlbaum, Mahwah, NJ. L. Harklau, K.M. Losey, M. Siegal (Eds.).
13. Ho-Peng L. Using T-unit measures to assess writing proficiency of university ESL students. RELC Journal 1983, 14:35-43.
14. Ishikawa S. Objective measurement of low-proficiency EFL narrative writing. Journal of Second Language Writing 1995, 4:51-70.
15. Larsen-Freeman D., Strom The construction of a second language acquisition index of development. Language Learning 1977, 27:123-134.
16. Leki I. Understanding ESL writers 1992, Boynton/Cook, Portsmouth, NH.
17. Mikesell L. Differences between Generation 1.5 and English as a second language writers; a corpus-based comparison of past participle use in academic writing. The CATESOL Journal 2007, 19:7-29.
18. Muchisky D., Tangren N. Immigrant student performance in an academic intensive English program. Generation 1.5 meets college composition 1999, 211-234. Lawrence Erlbaum, Mahwah, NJ. L. Harklau, K. Losey, M. Seigal (Eds.).
19. Patthey G., Thomas-Spiegel J., Dillon P. Educational pathways of Generation 1.5 students in community college writing courses. Generation 1.5 in college composition 2009, 135-149. Routledge, New York. M. Roberge, M. Siegal, L. Harklau (Eds.).
20. The Reading Matrix Special issue: Generation 1.5 and academic language acquisition. The Reading Matrix 2004, 4(3).
21. Reid J.M. Which non-native speaker? Differences between international students and U.S. resident (language minority) students. New Directions for Teaching and Learning 1997, 70:17-27.
22. Roberge M.M. California's Generation 1.5 immigrants: What experiences, characteristics, and needs do they bring to our English classes?. The CATESOL Journal 2002, 14:107-129.
23. Roberge M., Siegal M., Harklau L. Generation 1.5 in college composition: Teaching academic writing to U.S.-educated learners of ESL 2009, Routledge, New York, NY.
24. Scott M.S., Tucker G.R. Error analysis and English-language strategies of Arab students. Language Learning 1974, 24:69-97.
25. Shaw P., Liu E. What develops in the development of second-language writing?. Applied Linguistics 1998, 19:225-254.
26. Slager W. The foreign student and the immigrant: Their different problems as students of English. Language Learning 1956, 3:24-29.
27. U.S. Census Bureau (2008). American Community Survey. Retrieved at: http://factfinder.census.gov/servlet/GCTTable?_bm=y&-state=gct&-185ds_name=ACS_2007_3YR_G00_&-_box_head_nbr=GCT1601&-mt_name=&-_caller=geoselect&-geo_id=&-format=US-36T&-_lang=en.
28. Valdez G. Bilingual minorities and language issues in writing. Written Communication 1992, 9:85-136.
29. Valdez G. Learning and not learning English: Latino students in American schools 2001, Teachers College Press, New York, NY.
30. Weigle S.C. Assessing writing 2002, Cambridge University Press, New York, NY.
31. Western Interstate Commission for Higher Education Knocking at the college door 2003 2004, Western Interstate Commission for Higher Education, Boulder, CO.
32. Wolfe-Quintero K., Inagaki S., Kim H.-Y. Second language development in writing: Measures of fluency, accuracy and complexity 1998, Second Language Teaching & Curriculum Center, Honolulu.