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2019, 1(1): 13-22 |
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Arefiyan Z, Dehnadi P. COMPARISON OF ENGLISH WRITING SCORES IN BILINGUAL (PERSIAN AND TURKISH) AND MONOLINGUAL (PERSIAN) STUDENTS. Journal of Cultural Sociology 2019; 1 (1) :13-22
URL: http://jcsjs.ir/article-1-31-en.html
URL: http://jcsjs.ir/article-1-31-en.html
Abstract: (3294 Views)
Background and Objectives: Today, it is rare to find countries where at least a small fraction of the population does not speak two or more languages, currently estimated to be around 4,000 different languages. The purpose of the present study was to compare English learning in bilingual (Persian and Turkish) and monolingual (Persian) students.
Materials and Methods: The present study is a descriptive-analytic and causal-comparative study. The statistical population of this research is the seventh grade female students in district 15 of Tehran. Of the students who were bilingual through Turkish language interviews, 30 were selected using simple random sampling. The English language scores of these students are the mean written scores between their turn and their first turn. 30 other monolingual (Farsi-speaking) students were also selected using the same method (simple random sampling). The English scores of these students were also calculated as the mean between the first and the second time.
Results: The results of independent t-test on the mean scores of English language in Turkish students compared to Farsi students by SPSS software indicate that despite the mean and standard deviation of these two groups of students, According to the t = 1.392 statistic, there is no significant positive difference in written English scores of Turkish and Farsi students. Therefore, the research hypothesis was not confirmed.
Discussion and Conclusion: Since this study was conducted on public school students, the English language scores of all students are high and therefore there is a significant difference in written scores of Turkish and Farsi students. But if this study was conducted in regular schools with different grade levels, there would appear to be a significant difference in the written English scores of Turkish and Farsi students.
Materials and Methods: The present study is a descriptive-analytic and causal-comparative study. The statistical population of this research is the seventh grade female students in district 15 of Tehran. Of the students who were bilingual through Turkish language interviews, 30 were selected using simple random sampling. The English language scores of these students are the mean written scores between their turn and their first turn. 30 other monolingual (Farsi-speaking) students were also selected using the same method (simple random sampling). The English scores of these students were also calculated as the mean between the first and the second time.
Results: The results of independent t-test on the mean scores of English language in Turkish students compared to Farsi students by SPSS software indicate that despite the mean and standard deviation of these two groups of students, According to the t = 1.392 statistic, there is no significant positive difference in written English scores of Turkish and Farsi students. Therefore, the research hypothesis was not confirmed.
Discussion and Conclusion: Since this study was conducted on public school students, the English language scores of all students are high and therefore there is a significant difference in written scores of Turkish and Farsi students. But if this study was conducted in regular schools with different grade levels, there would appear to be a significant difference in the written English scores of Turkish and Farsi students.
Type of Study: Research |
Subject:
General
Received: 2019/04/12 | Accepted: 2019/06/16 | Published: 2019/06/21
Received: 2019/04/12 | Accepted: 2019/06/16 | Published: 2019/06/21
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