1 language background effects on deaf written english kathleen eilers-crandall, ph.d. national...
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Language Background Effects on Deaf Written English
Kathleen Eilers-crandall, Ph.D.National Technical Institute for the DeafRochester Institute of Technology
TESOL – 2003 - Baltimore, MarylandSession #2313
Convention Center, Room 320Thursday, March 27, 2:00 pm to 2:45 pm
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Study Background
In a language diverse classroom, the teacher has little information how previous language experiences are influencing the students' written English.
The teacher does not know the ways students' use of English may be related to the students' first language experiences.
However, the teacher observes that students who have similar scores on English placement tests do not necessarily experience the same success in learning.
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Study - Objective
To determine if there is a relationship between language background factors and written English characteristics of Deaf students who are writing at a basic level
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Language Background
Two groups
ASL Dominant Students
Non ASL Dominant Students
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Students
Criteria – for both groups
1. Born in the U. S. 2. Enrolled in Level A reading and
writing courses3. Deafness onset before 1 year of
age
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ASL Dominant Students
Selection Characteristics based on L/CBQ
Began learning sign at birth Preferred communication mode;
self-rating = Sign Alone Excellent sign skills; self-rating of
sign skill = 5 Less than excellent speech skills;
self-rating of speech skills < 5
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Non ASL Dominant Students
Selection Characteristics based on L/CBQ
1. Did not begin learning sign at birth2. Preferred communication mode; self-
rating = Speech Alone, or, Speech and Sign
3. Excellent or very good speech skills; self-rating = 5 or 4
4. Less than excellent sign skills; self-rating of sign skills < 5
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Student Characteristics
ASL Dominant - Means PTA better ear = 100.8
dB HL Age of deafness onset =
birth Age began learning sign
= birth Sign skill rating = 5 Speech skill rating = 2
Non ASL Dominant - Means PTA better ear = 96.9
dB HL Age of deafness onset = 0.1
year Age began learning sign =
9.9 years Sign skill rating = 3.4 Speech skill rating = 4.4
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Data Collection
Daily journals in response to specific questions/topics
Digitally submitted via Message Board
http://www.rit.edu/~kecncp/discus
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Message Board
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Message Board – Topic Examples
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Message Board – Entry Examples
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More Entry Examples
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Analyses Conducted
QuantityNumber of wordsNumber of clausesNumber of words per clause
VarietyNumber of unique wordsNumber of unique clause types
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Analysis Process
An MS Word Macro was written to organize samples into one word per line.
These data were transferred into MS Excel Worksheets.
MS Excel contains a unique item filter. This was applied to determine unique words.
Clause analyses were done by hand for the first 500 words.
Visual basic routines were written to count total and unique clause types.
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Vocabulary Analysis Examples
I I
was was
not not
sure sure
about about
that that
and and
i
went went
to to
there. there
Total words: 18
Unique words: 13
I
was
shock shock
that
was
last last
year. year
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Clause Types - Some Examples
s Independent cl. I was in NYC
si ..with infinitive I want to go to NYC
sg … with gerund I enjoy traveling
sig … with inf & ger I hope to enjoy traveling one day
sii … with 2 infs I want to go to see NYC
sgg … with 2 gers I enjoy traveling and meeting people
dav Dep adv cl. I saw the WTC when I was in NYC.
daj Dep adj. cl. I also saw my friend who lives there.
dno Dep noun cl. I hope that I can live in NYC.
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Clause Analysis Examples
I
was
not
sure
about
WTC s+cs
and
I
went
to
there. +cs
I
was
not
believe s+dno
it
was
last
year. +dno
•Independent Clauses = 5•Dependent Clauses = 2•Unique Ind. Types = 4•Unique Dep. Types = 1
I
walk
to
my
TV s+cs
and
I
saw +cs+dno
something
happen
it +dno
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Quantity Analyses
Vocabulary:Number of words used
Grammar:Number of clauses in 500 wordsNumber of independent clausesNumber of dependent clausesNumber of words per clause
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Quantity: Number of Words Used
0
1000
2000
3000
4000
5000
6000
7000
8000
ASL Dominant Students Non ASL Dominant Students
ANOVA: F= 0.180; (p = 0.67); Not significant
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Quantity: Number of Clauses in 500 Words
0102030405060708090
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ASL Dominant Students Non ASL Dominant StudentsANOVA: F= 0.144; (p = 0.71); Not significant
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Quantity: Independent and Dependent Clauses
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14
ASL Dominant Students 1 to 6; Non ASL Dominant Students 7 - 14
Nu
mb
er
of
Cla
us
es
DependentClauses
IndependentClauses
[ALL] Ind v. Dep -- ANOVA: F= 202.96; (p = 8.45E-14); Significant
Ind by group -- ANOVA: F = 0.176; (p = 0.68); Not significant
Dep by group -- ANOVA: F = 0.009; (p = 0.93); Not significant
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Quantity: Number of Words per Clause
0.00
2.00
4.00
6.00
8.00
10.00
ASL Dominant Students Non ASL Dominant Students
ANOVA: F= 0.280; (p = 0.61); Not significant
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Variety Analyses
Vocabulary Variety: Number of unique words
Clause Variety: Number of unique independent clause
types Number of unique dependent clause
types
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Unique Words Used in 500, 1000, & 1500 Words: ASL Dominant Students
0
100
200
300
400
500
600
500 Words 1000 Words 1500 Words
A1
A2
A3
A4
A5
A6
ANOVA: F= 67.66; (p = 3.11E-08); Significant
26ANOVA: F= 67.66; (p = 3.11E-08); Significant
Unique Words Used in 500, 1000, & 1500 Words: : Non ASL Dominant Students
0
100
200
300
400
500
600
500 Words 1000 Words 1500 Words
N1
N2
N3
N4
N5
N6
N7
N8
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Unique Independent Clause Types
0
5
10
15
20
25
ASL Dominant Students Non ASL Dominant Students
Variety by group – ANOVA: F = 5.34; (p = 0.039); Significant
28Variety by group -- ANOVA: F = 5.56; (p = 0.036); Significant
Unique Single Independent Clause Types
0
1
2
3
4
5
ASL Dominant Students Non ASL Dominant Students
29Variety by group -- ANOVA: F = 7.99; (p = 0.015); Significant
Unique Compound Clause Types
0
1
2
3
4
5
6
7
8
9
10
ASL Dominant Students Non ASL Dominant Students
30Variety by group – ANOVA: F = 1.58; (p = 0.23); Not Significant
Unique Dependent Clause Types
0
2
4
6
8
10
12
14
16
18
ASL Dominant Students Non ASL Dominant Students
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Summary -- Quantity
Overall Significant Differences Both groups used a larger number of unique
vocabulary words in longer samples (213 Unique Words in 500 words, 330 in 1000 words, and 418 in 1500 words).
Both groups used more independent clauses than dependent clauses (Independent Clauses: 56.14; Dependent Clauses: 20.50).
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Summary -- Variety
Significant Differences between Groups Variety of independent clause types
(average = 14.50 in 500 words for ASL Dominant students and 18.37 for Non ASL Dominant students)
Variety of single independent clause types (average = 3.83 in 500 words for ASL Dominant students and 3.13 for Non ASL Dominant students)
Variety of compound clause types (average = 4.17 in 500 words for ASL Dominant students and 6.25 for Non ASL Dominant students)
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Summary – Quantity & Variety
No Significant Differences between Groups
Quantity:1. Number of words used in 50 journal entries 2. Number of clauses in 500 words3. Number of words per clause 4. Number of independent clauses used in 500
words5. Number of dependent clauses used in 500 words
Variety:1. Unique words used in 500, 1000, 1500 words2. Unique dependent clauses used in 500 words
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Discussion
How do these results compare to the writing of native speakers of English?
What about appropriateness of vocabulary items?
What about the frequency of specific types of independent and dependent clauses?
What about grammatical acceptability for clause types?
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Presenter
Kathleen Eilers Crandall, Ph.D.Department of English
National Technical Institute for the DeafRochester Institute of Technology Lyndon Baines Johnson Building - 2264
Phone: (585) 475-5111
Fax: (585) 475-6500
Email: [email protected]
Web: http://www.rit.edu/~kecncp