A Comparative Study of Possible Early Bilingual Advantages in EFL Writing
Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
This project involved a quantitative study of written proficiency in the English Language of early balanced bilingual Bosnian/Swedish learners of English as a Foreign Language (EFL). 15 early bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate-advanced EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). Prior to the experimental task, the participants and their respective controls were asked to self-assess their linguistic skills on a 6-point Likert scale, then they were instructed to write a reflective text in English without prior preparation about the most significant invention of the 20th century. The written data were analyzed in L2 Syntactic Complexity Analyzer and TL software programs respectively. Data analysis involved measures of syntactical and lexical complexity, specifically t-units and type token ratio. It was found that the participants’ written data were characterized by superior type token ratio values as well as by superior T-units scores.
Place, publisher, year, edition, pages
Bilingualism, EFL writing skills, SLA, TLA, self-assessment, Likert scale, T-Unit, type/token ratio
General Language Studies and Linguistics
IdentifiersURN: urn:nbn:se:su:diva-90987OAI: oai:DiVA.org:su-90987DiVA: diva2:631097