LINGUIST List 22.4776 Wed Nov 30 2011 Diss: Applied Ling: Di Gennaro: 'An Exploration into the Writing ...' Editor for this issue: Xiyan Wang <xiyanlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Kristen di Gennaro , An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A mixed methods approach Message 1: An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A mixed methods approach Date: 30-Nov-2011 From: Kristen di Gennaro <kdigennarogmail.com> Subject: An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A mixed methods approach E-mail this message to a friend Institution: Teachers College, Columbia University Program: Applied Linguistics (EdD) Dissertation Status: Completed Degree Date: 2011 Author: Kristen di Gennaro Dissertation Title: An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A mixed methods approach Linguistic Field(s): Applied Linguistics Dissertation Director: Hansun Zhang Waring James E. Purpura Dissertation Abstract: A growing body of research suggests that the writing ability of international second language learners (IL2) and US-resident second language learners, also referred to as Generation 1.5 (G1.5), differs, despite a dearth of substantial empirical evidence supporting such claims. The present study provides much-needed empirical evidence concerning the nature of similarities and differences in the writing ability of these two groups of learners. A mixed-methods research design was adopted to examine IL2 and G1.5 learners' writing ability from both quantitative and qualitative perspectives. Many-facet Rasch measurement (MFRM) procedures were used to analyze learners' writing scores from three raters in five different components designed to represent the construct of writing ability. A whole-group MFRM analysis indicated that the IL2 learners, as a group, performed better than the G1.5 learners. Separate-group MFRM analyses revealed that the two groups had opposing strengths and weaknesses in two components of writing ability. Specifically, the IL2 learners performed best in grammatical control yet poorly in sociopragmatic control, and the G1.5 learners performed best in sociopragmatic control yet poorly in grammatical control. Subsequent qualitative analyses included an in-depth examination of a subset of IL2 and G1.5 learners' writing, with a particular focus on grammatical errors and use of sociopragmatic markers. Findings revealed that the G1.5 group's grammatical errors reflected a lack of awareness of certain grammatical features of academic writing. Likewise, the IL2 group's use of sociopragmatic markers reflected a tendency to draw on personal opinions and other non-academic sources in their writing. Considering both the quantitative and qualitative findings in light of one another, the results showed that both IL2 and G1.5 learners' writing difficulties stemmed from a lack of adherence to different aspects of academic writing. Such findings are valuable for writing program administrators and writing teachers in search of empirical evidence as to the types of writing instruction that students with different L2 backgrounds may require. Read more issues|LINGUIST home page|Top of issue Page Updated: 30-Nov-2011       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.