Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2).
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| Title: | Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2). |
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| Authors: | Babayiğit, Selma1 selma.babayigit@uwe.ac.uk |
| Source: | Reading & Writing. Aug2014, Vol. 27 Issue 7, p1207-1229. 23p. |
| Subject Terms: | *Language arts, *Verbal ability tests, *Spelling ability, *Second language acquisition, *English as a foreign language, English orthography & spelling |
| Abstract: | The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners ( M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 96926329 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2). – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Babayiğit%2C+Selma%22">Babayiğit, Selma</searchLink><relatesTo>1</relatesTo><i> selma.babayigit@uwe.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Aug2014, Vol. 27 Issue 7, p1207-1229. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+ability+tests%22">Verbal ability tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22English+orthography+%26+spelling%22">English orthography & spelling</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners ( M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1 advantage on the measures of writing quality and verbal skills (i.e., vocabulary, verbal working memory, and semantic fluency) but not on word-level skills (i.e., spelling and word reading). Results from the multi-sample structural equation modeling analysis showed that the word-level and verbal skills made independent contributions to writing quality of L1 and L2 learners and the strength of these relationships was invariant (equivalent) across the two samples. The educational implications of research on L2 learners who are learning to write in a majority language were discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-013-9482-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1207 Subjects: – SubjectFull: Language arts Type: general – SubjectFull: Verbal ability tests Type: general – SubjectFull: Spelling ability Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: English orthography & spelling Type: general Titles: – TitleFull: Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2). Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Babayiğit, Selma IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 27 – Type: issue Value: 7 Titles: – TitleFull: Reading & Writing Type: main |
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