Syntactic Complexity in Secondary-level English Writing: Differences Among Writers Enrolled on Bilingual and Non-bilingual Programmes

• Ana Cristina Lahuerta Martínez ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 28, 2017, págs. 67-80
• Idioma: inglés
• DOI: 10.30827/digibug.54003
• Títulos paralelos:
  • Estudio de la complejidad sintáctica en las composiciones en inglés de estudiantes de educación secundaria: Diferencias entre estudiantes de programas bilingües y no bilingües.
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este estudio examina la complejidad sintáctica en las composiciones de estudiantes de educación secundaria de un programa bilingüe y otro no bilingüe. Los participantes eran 393 alumnos de tercer y cuarto curso de educación secundaria obligatoria. Se analizaron las composiciones de los participantes mediante medidas de complejidad sintáctica en los niveles de oración, cláusula y frase. Los resultados muestran que los estudiantes del grupo bilingüe obtienen significativamente mejores resultados en todas las medidas de complejidad sintáctica. La comparación entre niveles en ambos grupos muestra un aumento significativo en la coordinación y la elaboración a nivel de la frase en ambos grupos pero no una diferencia significativa en subordinación en el grupo bilingüe lo que parece indicar una posible interacción entre coordinación y subordinación según el programa seleccionado

  • English

    This study examines syntactic complexity in the writings of secondary education students from bilingual and non-bilingual contexts. The participants were 393 students in their third and fourth year of compulsory secondary education. Essays were evaluated by a selection of measures gauging complexification at the sentential, the clausal, and the phrasal level of syntactic organisation. Findings showed significant differences between the bilingual and the non-bilingual groups with the scores on all syntactic complexity measures being significantly higher in the bilingual programme group. The comparison between grades in both groups suggested a significant increase in clausal coordination and phrasal elaboration in both groups but no significant difference in subordination in the bilingual group pointing to a possible interplay of coordination and subordination according to the programme selected

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