Le Thi Thu Ha
K20A
Article Critique 1
Chiang. Y. C., & Lin. L. C. (2010).Morphological and Syntactic Abilities in Taiwanese EFL Preschoolers’ Oral Narratives. Asian EFL Journal, 12, 4.
The purpose of the study is to examine Taiwanese EFL children’s morphological and syntactic abilities observed in their Mandarin and English narratives. The findings of this study would provide valuable information about these language learners’ advancing language skills and help understand the processes and the outcomes of acquiring more than one language. In the research, the writers proposed three questions. The first question is “Do Mandarin-speaking EFL children have differential language productivity in their Mandarin and English narratives?” Secondly, they wondered what types of Mandarin and English morphological errors Mandarin-speaking EFL children make in their oral narratives. The third question they raised is “What types of Mandarin and English syntactic structures do Mandarin-speaking EFL children use in their oral narratives?”
The sample was nonrandom, including 22 Taiwanese EFL children with a mean age of 5 years and 10 months old. The children were chosen from two different programs in the same kindergarten in Taiwan. Within the sample, 19 (86,4%) of the children were in an English immersion program and 3 (13,6%) of the children in a bilingual program. They came from similar socioeconomic backgrounds. While the sample is suitable to the aim of the study, the problem lies with the size and the distribution of the sample. The size is small, and the number for children attending a bilingual program is rather low. The researchers should have chosen more than one group of children with different ages to provide sufficient evidence to chart the process of acquiring morphological and syntactic knowledge of preschool children. In short, a larger sample and better distribution would have aided in the data analysis.
Collecting data is a complex process, particularly to... [continues]
K20A
Article Critique 1
Chiang. Y. C., & Lin. L. C. (2010).Morphological and Syntactic Abilities in Taiwanese EFL Preschoolers’ Oral Narratives. Asian EFL Journal, 12, 4.
The purpose of the study is to examine Taiwanese EFL children’s morphological and syntactic abilities observed in their Mandarin and English narratives. The findings of this study would provide valuable information about these language learners’ advancing language skills and help understand the processes and the outcomes of acquiring more than one language. In the research, the writers proposed three questions. The first question is “Do Mandarin-speaking EFL children have differential language productivity in their Mandarin and English narratives?” Secondly, they wondered what types of Mandarin and English morphological errors Mandarin-speaking EFL children make in their oral narratives. The third question they raised is “What types of Mandarin and English syntactic structures do Mandarin-speaking EFL children use in their oral narratives?”
The sample was nonrandom, including 22 Taiwanese EFL children with a mean age of 5 years and 10 months old. The children were chosen from two different programs in the same kindergarten in Taiwan. Within the sample, 19 (86,4%) of the children were in an English immersion program and 3 (13,6%) of the children in a bilingual program. They came from similar socioeconomic backgrounds. While the sample is suitable to the aim of the study, the problem lies with the size and the distribution of the sample. The size is small, and the number for children attending a bilingual program is rather low. The researchers should have chosen more than one group of children with different ages to provide sufficient evidence to chart the process of acquiring morphological and syntactic knowledge of preschool children. In short, a larger sample and better distribution would have aided in the data analysis.
Collecting data is a complex process, particularly to... [continues]
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