english and spanish language learners article
Excerpt from Article Review:
Psycholinguistics: A Review
Gamez, P., Lesaux, N., Rizzo, A. (2016). Narrative production skills of language
fraction learners and the English-only classmates in early teenage life. Applied Psycholinguistics, 37: 933-961. DOI: http://dx.doi.org.proxy.tamuc.edu/10.1017/S0142716415000314
The study by Gamez, Lesaux and Rizzo (2016) examines early-adolescent Spanish language audio speakers to same-age English-only dialect speakers in terms of narrative development skills. The researchers presented the subjects with picture literature and then asked them to create a narrative based upon the pictures. The actual researchers identified was that the Spanish language speakers as well as the English language speakers applied the same history structure inside the creation with their narratives. Both groups developed narratives that had a “goal – actions – result framework” (p. 952). Nevertheless , the Spanish language speakers had significantly less grammatical variety than the English-only speakers; they demonstrated a tendency to modify and to dedicate errors whenever using prepositions; likewise, their narratives were for a longer time than those produced by the English-only speakers. As a result, the researchers concluded that both groups talk about a sense of how a narrative should be constructed, nevertheless that the vocabulary minority spanish student may require more training and education in the area of microstructuring.
The article is interesting primarily as it builds around the work of previous experts, particularly those related to language minority pupils and how that they craft narratives – or, more specifically, how culture leads to00 the way they stylize their story creations (Gamez et ing., 2016, l. 953). The way in which the Spanish-speaking learners applied internal answers within their story structures can indicate there is a social influence in play, though the study evaluated here would not find any kind of strong statistical correlation; nonetheless, the analysts recommend this as the that could employ further exploration. So this was an interesting finding and topic of discussion inside the study, as it showed that there is at least one area of research that can stand to be explored completely so as to open the world of psycholinguistics and deepen our understanding of specific ideas related to traditions and narrative construction.
What I learned through the study is that “sources of strength to get LM learners” – vocabulary minority students – are available by contrasting their end result with that of English-only speaking learners (Gamez et approach., 2016, g. 953). This is really a very useful getting because it illustrates a new way through which helping language learners can be approached and it also shows that diversity of influences (culturally speaking) can have a positive impact around the overall nature of a classroom that is devoted to developing dialect and story skills. Experience of these differences can be helpful in seeing just how various models and approaches are strengthened through ethnic imperatives, which may in turn prepare young language learners to be more open to diversity and ethnical complexities – and specifically how language impacts which is impacted by these people – because they age and mature.
One other finding that I actually learned by was that chinese minority students had problems using prepositions correctly. This can be an interesting sign because it attracts attention to the nuanced manner in which English-only speakers embrace prepositional usage, having a sense of how prepositions are utilized over time and accepting that usage structured more about exposure to conversational English than necessarily in grammatical pretext. For dialect minority users, the difficulty could be perceived in the sometimes noticeable clash between how a preposition may be intended to be used depending on its meaning and/or classification and how it is actually used in English