期刊名称:Celt: A Journal of Culture, English Language Teaching & Literature
印刷版ISSN:1412-3320
电子版ISSN:2502-4914
出版年度:2010
卷号:10
期号:1
页码:1-26
DOI:10.24167/celt.v10i1.122
语种:English
出版社:Soegijapranata Catholic University
摘要:In surveys of third language acquisition (L3A) research, mixed results and findings demonstrate that there is no consensus among the researchers regarding the advantages and/or disadvantages ofbilinguality on L3A. The main concern of thepresent study was, thus, to probe the probable differences between Iranian bilingual/monolingual learners of English regarding their syntactic knowledge. It was an attempt to investigate whether bilingual and monolingual learners of English differ significantly in learning embedded question, preposition stranding and pied piping knowledge. To carry out this study, a total of399 male and female subjects at seven preuniversity centers in Arak, Iran were randomly selected from among two groups ofTurkish-Persian bilinguals and Persian monolinguals. A general English proficiency test, a questionnaire, and a syntactic structure test were administered to both groups. Statistical analyses including ANOVA, t-test and descriptive statistics revealed the following outcomes 1-Monolingual and bilingual learners did not differ in acquiring syntactic structure, 2- No significant difference was observed between gender ofmonolinguals and bilinguals'performances in acquiring syntactic structure.
关键词:bilingualism; monolingualism; syntactic knowledge; general English proficiency; gender