Transfer in the academic language development of post-secondary ESL students
Author(s):
Jiang, Binbin
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : California State University, Fresno and University of California, Davis, 1999.
Pages:
198
Language:
English
Abstract:
The purpose of this study was to examine the factors associated with the development of English academic language for ESL students at the community college level, with particular focus on the issue of transfer. The four research questions addressed in this study were: (a) the difference between the early and late immigrant students in their L1 academic language proficiency; (b) the relationship between the students' L1 academic language proficiency and their English academic language proficiency; (c) the relationship between the students' L1 academic language proficiency and the rate of development of their English academic language proficiency; and (d) the relationship between students' L2 proficiency and their use of cognitive and metacognitive strategies on L2 language tasks. The two target groups studied included a sample of 22 low intermediate community college ESL students (Hmong, Russian, and Spanish speakers) enrolled in an ESL course designed to improve their academic English proficiency. The late immigrant group had significantly more L1 education in their native countries. The early immigrant group had significantly more L2 (English) education in the U.S. The study employed both quantitative and qualitative methods to examine the students' L1 and English language proficiency, years of L1 education, years of EFL education, years in the U.S., transfer of linguistic and cognitive skills, and the relationship of all these factors to the development of English academic language as measured by an academic language performance assessment (pretest and posttest). The findings of the study revealed positive correlations between (1) the students' L1 and L2 writing; (2) years of L1 education and L1 and L2 writing; (3) the students' L1 reading self-assessment and between L2 vocabulary skills and self-assessment. The results also indicated that late immigrants had more CALP-related reading and writing skills in L1 than did the early immigrants, and that early immigrant students self-reported more L1 BICS-related listening and speaking skills. The results suggest that the late immigrant group achieved somewhat greater facility in English academic language skills than did the early immigrant group, probably because of the L1 academic proficiency and cognitive skills they were able to transfer in the learning process.