Generation 1.5 written error patterns: A comparative study

Detection of Common Errors in Turkish EFL Students’ Writing through a Corpus Analytic Approach

“…Each of these categories accounted for approximately a quarter of the grammatical errors (27% for articles and 24% for pronouns and verbs, respectively). Doolan and Miller's (2012) study also aims to characterize a specific generation of students in the US educational system: the so-called generation 1.5 students who "(a) have been in the US educational system for more than four years, (b) regularly speak a language other than English at home, (c) have relatively strong English speaking and listening skills, (d) are younger than 25 years old." (p. 1).…”

Searching for differences and discovering similarities: Why international and resident second-language learners’ grammatical errors cannot serve as a proxy for placement into writing courses

“…di Gennaro, 2012;Harklau, Losey, & Siegal, 1999;Reid, 2006;Roberge, Siegal, & Harklau, 2009). Initial claims, based primarily on anecdotal accounts, have been followed by empirical studies, some supporting and others disputing original assertions of differences across the two groups of learners in terms of their writing ability (di Gennaro, 2009(di Gennaro, , 2013Doolan, 2013Doolan, , 2014Doolan & Miller, 2012;Levi, 2004). While such discussions may seem esoteric outside the L2 writing community, findings from this body of research have direct implications for how students' writing is assessed for placement into college writing programs and, in turn, affect the type of support and services students are offered during their college careers.…”

“…Specifically, after taking into account linguistic context, the international L2 learners' errors appeared to result from learners producing the correct form but using it in an inappropriate context, while the resident L2 learners' errors were related primarily to producing an incorrect form. Doolan and Miller (2012) examined error patterns across resident L2, international L2, and English L1 students, finding that the resident L2 group committed more than twice as many errors as the L1 group, with significantly more errors in verb forms, prepositional phrases, and word forms. Doolan (2013Doolan ( , 2014 continued this line of research but with somewhat contradictory results in that in the more recent studies, resident L2 students' errors appeared more similar to those of monolingual L1 students than to international L2 students.…”

Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students

“…Researchers generally agree that second-language characteristics are common in generation 1.5 students' writing, but there is still considerable ambiguity surrounding these characteristics. Studies comparing generation 1.5 writing to L1 and L2 writing have come to contradictory conclusions (diGennaro, 2013;Doolan & Miller, 2012;Doolan, 2014;de Kleine & Lawton, 2015;de Kleine, Lawton, & Woo, 2016). Researchers seem to agree, however, that generation 1.5 students' writing patterns are distinct from both L1 and L2 writers.…”

“…Staff in the writing center and ESL lab should collaborate on designing such supplementary workshops for multilingual writers enrolled in college composition courses. Literature on generation 1.5 writing patterns (de Kleine, Lawton, & Woo, 2016;di Gennaro, 2013;Doolan, 2014;Doolan & Miller, 2012;Schleppegrell, 2009) should consulted in determining workshop topics. In the writing center, tutors should be trained to assist generation 1.5 students (Frodensen & Starna, 1999;Thonus, 2003).…”