Spoken language effects on secondary school students' compositions

• Authors: Vallent Brigitta
• Languages of publication: HU

Abstracts

EN

A number of studies have recently claimed that some characteristics of written language are becoming increasingly similar to those of spoken language. The aim of the present study is to classify the various characteristics of school compositions, on the one hand, and to analyze how effects of spoken language can be traced in these pieces of work, on the other. The assumption is that, in addition to such effects, there are individual and even gender-specific errors as well. Thirty-six secondary school students' compositions were analyzed on two occasions. Their scope, the grammatical structure of the sentences, and the stylistic properties of the texts were analyzed. Furthermore, grammatical and word selection accuracy, stylistic and spelling mistakes were taken into consideration. Possible changes in individual students' writing skills were checked by comparisons of their compositions written on different occasions. The findings highlighted what fields are in need of more solicitous development.

Keywords

EN

ERRORS IN SCHOOL COMPOSITIONS; GRAMMATICAL ERRORS; ORTHOGRAPHIC ERRORS; PROBLEMS IN LANGUAGE USE; STYLISTIC ERRORS

Discipline

• PHILOLOGY_&_LINGUISTICS: PHILOLOGY & LINGUISTICS

• Publisher: Committee on Hungarian Linguistics, Hungarian Academy of Sciences
• Journal: Magyar Nyelvor (Hungarian Language Guardian)
• Year: 2008
• Volume: 132
• Issue: 2
• Pages: 189-205
• Document type: ARTICLE

Contributors

author

Vallent Brigitta

• Brigitta Vallent, no address given, contact the journal editor

Identifiers

CEJSH db identifier

10HUAAAA079013