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单语者与双语者英语成绩对比思考——以大理白族自治州一所民族中学为例

  • 论文价格:150
  • 用途: 硕士毕业论文 Master Thesis
  • 作者:上海论文网
  • 点击次数:1
  • 论文字数:52555
  • 论文编号:el2021122619460227951
  • 日期:2021-12-26
  • 来源:上海论文网

本文是一篇英语论文标题,这项研究的主要发现可以总结如下:首先,通过比较10个班级529名学生的16项考试成绩,发现单语学生的得分显著高于双语同龄人。此外,在统计上,单语者的表现优于平衡双语者,平衡双语者的表现与占优势的双语同龄人相同。然而,在两年内,双语对英语成绩的影响仅占2.7%。


Chapter 1 Introduction


1.2 Aims of the research

Based  on  the  research  background,  this  thesis  aims  to  achieve  the  following aims:

First and foremost, the present study tries to investigate the English achievement differences  between  bilinguals  and  monolinguals  from  a  senior  high  school  for nationalities  in  Dali  Bai  Autonomous  Prefecture  (Dali),  to  capture  whether bilingualism facilitates or hinders additional language learning.  In  Dali,  many  ethnic  bilinguals  are  able  to  speak  their  own  ethnic  language  as well as Chinese fluently. Meanwhile, English is a  compulsory class in China. Under such  a  circumstance,  it  is  not  clear  whether  the  bilingualism  has  positive  effects  on foreign  language  learning  or  not.  Therefore,  it  is  worthy  seeking  whether  bilingual advantages  in  terms  of  English  as  foreign  language  learning  exist,  by  comparing English achievement of bilinguals and monolinguals. 

Secondly, this study attempts to seek if the bilingualism effects vary over time. Since  the  bilingualism  effects  on  additional  language  acquisition  are  dynamic,  not static  (Maluch  et  al.,  2016),  it  is  of  vital  importance  to  explore  whether  significant changes between monolingual and bilingual learners‟ English achievement occur over two years in senior high school. 

The  last  objective  of  this  study  is  to  find  out  if  different  onset  age  of  English learning  (OAEL)  exerts  a  significant  influence  on  English  achievement  for monolinguals and their bilingual peers. 

英语论文标题怎么写


Chapter 3   Methodology


3.1 Research questions

In order to investigate whether bilingualism affects the bilingual ethnic students‟ English learning achievement, it is of vital importance to seek the differences between the monolinguals and the bilinguals on English learning. The present study  attempts to  explore  the  difference  between  monolinguals  and  bilingual  peers  in  terms  of English  achievement  as  a  foreign  language.  The  research  questions  guiding  the investigation are as follows:

1. Are  there  any  significant  differences  between  monolingual  and  bilingual learners in terms of their English achievement? 

2. Are there any noticeable changes between monolingual and bilingual learners‟ English achievement over time? 

3.Does  onset  age  of  English  learning  exert  a  significantly  different  effect  on monolingual and bilingual learners‟ English achievement? 


Chapter 4 Results and Discussion


4.1. Results of English achievement differences between ML and BL

The  first  research  question  of  the  study  was  to  investigate  whether  any significant  differences  existed  between  monolingual  learners  (ML)  and  bilingual learners  (BL)  in  terms  of  their  English  achievement  (EA).  Independent  T  Test  was conducted  to  compare  the  performance  of  monolingual  and  bilingual  subjects. One-Way  ANOVA  was  to  reveal  the  differences  among  monolingual  learners  (ML), balanced  bilingual  learners  (BBL)  and  dominant  bilingual  learners  (DBL).  English scores  of  16  examinations  over  2  years  (Skewness=0.288,  Kurtosis=0.011)  were available for Independent T Test and One Way ANOVA.

4.1.1 English achievement differences between ML and BL

The descriptive statistics of English achievement for monolingual learners and bilingual  learners  are  presented  in  Table  4.1.  When  English  achievement  was measured  among  529  subjects  from  ten  classes,  the  dependent  variable  English achievement  varied  significantly  between  bilingual  and  monolingual  learners.  The variances  were  equal  (F=0.023,  p=0.880>0.05).  The  T-test  results  (t  (527)  =3.602, p=0.000<0.001,  Cohen's  d=0.32)  revealed  that  the  monolingual  learners  (M=101.19, SD=13.83)  obtained  noticeably  higher  grades  than  bilingual  peers  (M=96.85, SD=13.45). Cohen‟s d, referring to the effect size of mean differences, was calculated with the formula proposed by Cohen (1988). Plonsky and Oswald‟s (2014) suggested a novel  benchmark  of  d  value,  in  which  number  below  0.2  was  negligible;  number between  0.2  and  0.4  was  regarded  as  small.  Based  on  the  field-specific  scale  for interpreting effect sizes, d value in this analysis could be interpreted as a small effect size. 


4.2 Results of English achievement changes over time between ML and BL

To answer the second research question, that is, whether any significant changes between  monolingual  learners  and  bilingual  learners  occurred  regarding  English achievement  over  time,  longitudinal  data  from  the  first  to  the  second  year  in  senior high school was analyzed. Because the difficulty degree and focuses of examinations were different during the two years, only standard score can be compared to uncover the  changes  over  time.  In  the  study,  Z-score  was  adopted  as  standard  score.  Z-score differences between the first year and the second year referred to as the achievement changes  over  time.  Independent  T  Test  was  conducted  to  uncover  the  changes  over time between monolingual and bilingual learners. 

To explore the changes from the first year to the second year, it was necessary to explore  the  achievement  differences  in  the  first  year  between  monolingual  and bilingual subjects. 

Table  4.3  demonstrates  the  English  achievement  differences  in  the  first  year between  monolinguals  and  bilinguals.  Monolingual  subjects  significantly  outscored bilinguals (t(527)=3.598, p=0.000<0.001, Cohen's d=0.318) when English achievement was measured among 529 subjects.

英语论文标题参考


Chapter 5   Conclusion


5.1 Major findings of the present study

The  primary  aim  of  the  thesis  was  to  find  out  whether  bilingual  advantages  on English  learning  as  a  foreign  language  existed,  by  comparing  English  scores  of  16 examinations  of  monolinguals  and  bilinguals.  It  also  attempted  to  explore  if  any changes regarding English achievement occurred over time. The final aim of the study was to seek whether the onset age of English learning exerted a significantly different effect  on  monolingual  and  bilingual  learners‟  English  achievement.  The  major findings of the study can be summarized as follows:

First  of  all,  it  was  found  that  monolinguals  scored  significantly  higher  than bilingual peers by comparing 16-examination scores of 529 students from ten classes. In  addition,  monolinguals  statistically  outperformed  balanced  bilinguals,  who performed  equally  well  with  dominant  bilingual  peers.  Nevertheless,  bilingualism effects only accounted 2.7% on English achievement in two years.

It  was  revealed  that  no  substantial  differences  between  bilinguals  and monolinguals existed, and monolinguals, dominant bilinguals and balanced bilinguals scored  comparably,  when  16-examination  scores  of  112  learners  in  Hongzhi  classes were  analyzed  only  and  when  English  achievement  of  46  subjects  in  Teshao  Minzu Class was analyzed only. 

reference(omitted)

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