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The Linguistic Development of Students of English as a Second Language in Two Written Genres / Hyung-Jo Yoon, Charlene Polio.
// Volume 51, Issue 2 June 2017. Pages 275–301. This study examined narrative and argumentative essays written over the course of a 4-month semester by 37 students of English as a second language (ESL). The essays were analyzed for development over time and for genre differences. The goal of the study was to conceptually replicate previous studies on genre differences (e.g., Lu, 2011) and on short-term linguistic development in the areas of syntactic complexity, accuracy, lexical complexity, and fluency (e.g., Connor-Linton & Polio, 2014). In addition, the authors wanted to investigate whether native speakers exhibited similar genre differences in order to determine if the ESL students’ genre variations were developmental or related to functional differences between the genres. The results indicate strong genre differences in the area of linguistic complexity. There were limited changes over time on most measures and a notable lack of development in the area of accuracy. Parallel data from native speakers show genre variation on some but not as many of the measures. Although this study was motivated by research design concerns, it also has implications for theory (e.g., the source of genre differences) and pedagogy.
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Tìm hiểu năng lực tư duy – ngôn ngữ của trẻ em giai đoạn tiền học đường / Quách Thị Bích Thủy.
// Ngôn ngữ. 2015, Số 2 (309). 2015tr. 73-80 Language and throught are clsely interrelated. Our research on the thought patterns of children aging from 3-5 shown through their language shows that children’s dominant thought pattern is an intuitive affective pattern, while their abstract thinking is just beginning to be formed. This can be seen in the emrging language of young children as their cognitive development goes through series of experiences with things, phenomena, nature of things, actions as well as state of humans being around them. An understanding of childern’s thought patterns reflected in their language us at this stage will help educators come up with appropriate measures to enhance young children’s language development before their school stage.
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