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Written discourse production of bilingual learners of Spanish: A comparison between heritage and non-heritage speakers as a look to the future of heritage language teaching.

机译：西班牙语双语学习者的书面语篇制作：传承人与非传承人之间的比较，以展望传承语言教学的未来。

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摘要

With the purpose of understanding plausible reasons as to why Hispanics learners of Spanish, or heritage language learners (HLL), tend to obtain lower grades than their non-Hispanic counterparts (L2) in the same courses, forty-four students of Spanish (17 HLLs and 27 L2s) provided written production once a week for a period of six weeks. The data collected was analyzed in terms of error frequency in two main areas: orthography and morphology. The hypothesis proposed was that HLLs would have poorer orthographic performance than L2s given the informal aural input they have received at home before learning the language formally in an academic setting. Conversely, given the more complex nature of language morphology, which is believed to be acquired through long periods of time, HLLs, regardless of the informal context in their Spanish learning should show a more mature set of morphological constructions.;Within the HL group, I looked at the correspondence between the orthographic and morphological performance of HLLs to the generation to which they belong. Although, the correspondence was not in the direction expected, there seems to be a correspondence in the opposite direction. The further away from the first generation the better orthographic and written performance HLs showed. One third generation HLL had fewer errors than first generation speakers. This tendency suggests that the term "heritage" has a referential value that goes beyond the linguistic realm.;When comparing the written performance of the two groups, results did not show radical differences: orthographically L2s had fewer errors by 7% and morphologically HLLs had fewer errors by 14%. These results, however, to suggest that there is a difference in the Spanish competence of the two populations of learners that imply their learning of Spanish involve different needs, which should be considered for Spanish course design and curricula. The goals of this research is to point out that the teaching of Spanish as an HL should not be viewed as the teaching of Spanish as an L2.
机译：为了理解合理的原因，西班牙裔西班牙裔学习者或传统语言学习者（HLL）在同一门课程中有44名西班牙裔学生（17）往往比非西班牙裔学习者（L2）成绩低HLL和27个L2）每周提供一次书面制作，为期六周。根据错误频率分析了两个主要方面的收集数据：正字法和形态。提出的假设是，鉴于在高级语言学习者在学术环境中正式学习该语言之前，他们已经在家中接受了非正式的听觉输入，他们的拼写性能将比L2s低。相反，鉴于语言形态的复杂性（可以通过长时间获取），无论他们在西班牙语学习中的非正式背景如何，HLL都应显示出更成熟的形态结构。我研究了HLL的正字和形态性能与其所属世代之间的对应关系。尽管该对应关系不是预期的方向，但是似乎存在相反的方向。与第一代相距越远，HL的字形和书写性能越好。第三代HLL的错误少于第一代扬声器。这种趋势表明，“遗产”一词具有超越语言学领域的参考价值。当比较两组的书面表现时，结果并未显示出根本性的差异：正字法上的L2错误减少了7％，形态上的HLL则具有错误减少了14％。但是，这些结果表明，这两种学习者的西班牙语能力有所不同，这意味着他们对西班牙语的学习涉及不同的需求，在西班牙语课程设计和课程中应考虑这一点。本研究的目的是指出不应将西班牙语作为高级语言的教学视为西班牙语作为第二语言的教学。

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  • 作者

    Abdul Bagi, Samia.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Education Language and Literature.;Language Linguistics.;Sociology Sociolinguistics.;Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 164 p.
  • 总页数 164
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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