Native and Non-native Reactions to ESL Compositions

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dc.contributor.authorKobayashi, Toshihiko
dc.contributor.departmentUniversity of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned2015-11-19T00:53:25Z
dc.date.available2015-11-19T00:53:25Z
dc.date.issued1990
dc.description.abstractThis study investigated how English native speakers (ENSs) and Japanese native speakers (JNSs) of professorial, graduate, and undergraduate levels evaluate and edit ESL compositions written by Japanese college students. A total of 274 subjects first evaluated each of two compositions in terms of grammaticality, clarity of meaning, naturalness, and organization, using 10- point scales. ENSs were more strict about grammaticality and naturalness than were JNSs. Among the ENSs, the higher the academic status of the group, the more positive evaluation they made. The subjects then edited the composition, correcting everything that seemed ungrammatical, unacceptable or unnatural. ENSs provided far more corrections and corrected errors more accurately than did the JNSs. In both L1 groups, the higher the academic status, the more accurately the group corrected errors. JNSs left many errors uncorrected, especially errors involving articles, number, prepositions, and lexical items which occur in Japanese as loan words from English.
dc.format.digitaloriginreformatted digital
dc.format.extent318 pages
dc.identifier.urihttp://hdl.handle.net/10125/37668
dc.languageeng
dc.subjectenglish native speaker
dc.subjectjapanese native speaker
dc.subjectesl compositions
dc.subjectwritten work
dc.subjectgrammatical structure
dc.subjecthigher ed
dc.subjecterror correction
dc.subject.fastEnglish language--Study and teaching--Foreign speakers
dc.subject.fastWriting
dc.subject.fastLanguages, Modern--Idioms, corrections, errors
dc.titleNative and Non-native Reactions to ESL Compositions
dc.typeOccasional Paper
dc.type.dcmiText

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