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RESEARCH ARTICLE ANALYSIS PRACTICE
RESEARCH ARTICLE ANALYSIS PRACTICE
Title:
• What is the problem the researchers are investigating?
• What are the major debates in the field that the researchers are reporting in their lit review?
• What are the research questions?
• What is the paradigm embedded in the research? (Quantitative, Qualitative, what type?)
• Who are the participants? What is the research context?
• What methods did the researchers use to acquire the data?
• How did the researchers analyze the data?
• What are the main findings reported in this particular study?
• What are some gaps in the article that may support my idea for research?
RESEARCH ARTICLE ANALYSIS EXAMPLE
RESEARCH ARTICLE ANALYSIS PRACTICE
Title:
Nagy, W.E., García, G.E., Durgunoğlu, A.Y., & Hancin-Bhatt, B.
(1993). Spanish-English bilingual students’ use of cognates in English reading. Journal of Reading Behavior 25(3), 241-259.
• What is the problem the researchers are investigating?
In this study, the researchers aim at investigating the extent to which bilingual Hispanic students in the upper elementary grades in the US are able to transfer L1 vocabulary to comprehend L2 reading through the use of cognates.
• What are the major debates in the field that the researchers are reporting in their lit review?
In their lit review, the researchers report some important findings in the field related to the acquisition of vocabulary and reading. One of these findings is that research in L1 reading has steadily documented a strong relationship between students’ vocabulary knowledge and their ability to comprehend text. Nagy and his colleagues comment on the complexity of vocabulary learning. They state that knowing a word involves knowing the concept referred to by the word, the depth and fluency of that knowledge, and whether readers are able to acquire words through extensive exposure to written language. The researchers suggest that in L2 reading, the research has focused more on syntax than on vocabulary, but that there is some evidence that among ELLs (English-language learners) in the US, reading difficulties may be more related to vocabulary than to syntax. The researchers report that differences between Hispanic and Anglo students in reading begin to increase around 4th grade and may continue even through college. These differences appear to be in the areas of vocabulary and conceptual knowledge rather than on the mechanics of reading.
The researchers report findings on bilingual reading. They depart from the assumption that bilinguals transfer their L1 skills to the L2. The researchers report evidence of this in reading performance, in which the L1 reading of bilinguals tend to correlate to their L2 reading. They also reported that proficient bilingual readers tend to use more “meaning making” strategies than less proficient readers. The gap found by the researchers is that we do not know much about the types of knowledge that bilinguals are able to transfer across languages, or the conditions under which such transfer may occur. The researchers argue that English-Spanish bilinguals may be more prone to transferring their lexical knowledge from Spanish to English when they read, because most academic words in English that have Latin roots are often common usage words in Spanish (e.g., infirm/enfermo). Therefore, the researchers suggest that if Hispanic bilingual students know the target word in Spanish and recognize the cognate relationships, their Spanish knowledge should help them in English vocabulary.
• What are the research questions/purposes?
1. Determine whether transfer of lexical knowledge from students’ L1 to L2 reading occurred.
2. Determine how such lexical transfer is related to students’ ability to recognize cognates.
• What is the paradigm embedded in the research? (Quantitative, Qualitative, what type?)
This study is based on quantitative methods. For example, the researchers used correlations between variables to get to their results. I know this because in their results section the researchers report their analysis through statistical data.
• Who are the participants? What is the research context?
Participants were 74 Spanish-English bilingual, biliterate students from two elementary schools in the US. Out of the 74, 29 were in 4th grade, 33 were in 5th grade, and 12 were in 6th grade. All the participants reported that they were able to read in both Spanish and English. Half reported that they could read better in Spanish than in English. In one school, some students were enrolled in bilingual education classrooms in the US, but the instruction in English and in Spanish varied.
• What methods did the researchers use to acquire the data?
The researchers used the following methods:
1. Four expository text passages at the 4th grade level with a number of clear Spanish-English cognates.
2. A passage vocabulary with target cognate words.
3. A test of prior vocabulary knowledge (a yes/no questionnaire) in the two languages.
4. A target-word multiple choice test.
5. A cognate-circling task.
• How did the researchers analyze the data?
The researchers did not explicitly present their data analysis in this article. However, in the Results and Discussion section, they present the type of quantitative analysis carried out (e.g., p.246 ‘analysis of variance”)
• What are the main findings reported in this particular study?
1. One of the findings was that the students tended to know more words in English if they knew the Spanish cognate.
2. The cognate-circling task showed that students recognized cognates when given some simple instructions. However, the results also showed that students did not recognize all the cognates in the passages.
3. The researchers also found that regardless of the students Spanish or English proficiency level, the students who identified more cognates in the multiple choice test were better at interpreting cognates in the English text.
4. The researchers report that a number of factors determined that the students can recognize cognates. For example, students with larger vocabularies had a tendency to recognize more words as cognates.
5. The researchers conclude that the most important finding is the interaction between Spanish vocabulary knowledge and recognition of cognate relationships. This means that the transfer of lexical knowledge to reading in English is dependent, in part, on recognizing the English word as a cognate.
6. The researchers suggest that cognate instruction may be beneficial for bilingual students English reading.
7. They also suggest that the students’ recognition of cognates seemed to depend on close overlap between Spanish and English spellings (e.g., important/importante), but not words that have morphological consistencies across languages (e.g., reality/realidad). This led the researchers to suggest that some knowledge of the derivational morphology of both English and Spanish may be beneficial for bilingual students.
• What are some gaps in the article that may support your idea for research?
So, far recognizing cognates in English reading seemed to me a natural ability. This article made me realize that maybe as a Spanish reader who has a large vocabulary in Spanish I could have an advantage over ELLs like the ones in this study. I realize that recognizing a word as a cognate is not that simple, but I want to know more about what it takes to recognize a word as a cognate across languages.
It would be interesting to see how this happens among college students, who are mostly monolingual in Spanish. Nagy and his colleagues investigated cognate use for reading among 4th, 5th, and 6th graders in the US. One gap I see is that we may not know how college monolingual students recognize cognates and what strategies they use to do so.
Title:
Nagy, W.E., García, G.E., Durgunoğlu, A.Y., & Hancin-Bhatt, B.
(1993). Spanish-English bilingual students’ use of cognates in English reading. Journal of Reading Behavior 25(3), 241-259.
• What is the problem the researchers are investigating?
In this study, the researchers aim at investigating the extent to which bilingual Hispanic students in the upper elementary grades in the US are able to transfer L1 vocabulary to comprehend L2 reading through the use of cognates.
• What are the major debates in the field that the researchers are reporting in their lit review?
In their lit review, the researchers report some important findings in the field related to the acquisition of vocabulary and reading. One of these findings is that research in L1 reading has steadily documented a strong relationship between students’ vocabulary knowledge and their ability to comprehend text. Nagy and his colleagues comment on the complexity of vocabulary learning. They state that knowing a word involves knowing the concept referred to by the word, the depth and fluency of that knowledge, and whether readers are able to acquire words through extensive exposure to written language. The researchers suggest that in L2 reading, the research has focused more on syntax than on vocabulary, but that there is some evidence that among ELLs (English-language learners) in the US, reading difficulties may be more related to vocabulary than to syntax. The researchers report that differences between Hispanic and Anglo students in reading begin to increase around 4th grade and may continue even through college. These differences appear to be in the areas of vocabulary and conceptual knowledge rather than on the mechanics of reading.
The researchers report findings on bilingual reading. They depart from the assumption that bilinguals transfer their L1 skills to the L2. The researchers report evidence of this in reading performance, in which the L1 reading of bilinguals tend to correlate to their L2 reading. They also reported that proficient bilingual readers tend to use more “meaning making” strategies than less proficient readers. The gap found by the researchers is that we do not know much about the types of knowledge that bilinguals are able to transfer across languages, or the conditions under which such transfer may occur. The researchers argue that English-Spanish bilinguals may be more prone to transferring their lexical knowledge from Spanish to English when they read, because most academic words in English that have Latin roots are often common usage words in Spanish (e.g., infirm/enfermo). Therefore, the researchers suggest that if Hispanic bilingual students know the target word in Spanish and recognize the cognate relationships, their Spanish knowledge should help them in English vocabulary.
• What are the research questions/purposes?
1. Determine whether transfer of lexical knowledge from students’ L1 to L2 reading occurred.
2. Determine how such lexical transfer is related to students’ ability to recognize cognates.
• What is the paradigm embedded in the research? (Quantitative, Qualitative, what type?)
This study is based on quantitative methods. For example, the researchers used correlations between variables to get to their results. I know this because in their results section the researchers report their analysis through statistical data.
• Who are the participants? What is the research context?
Participants were 74 Spanish-English bilingual, biliterate students from two elementary schools in the US. Out of the 74, 29 were in 4th grade, 33 were in 5th grade, and 12 were in 6th grade. All the participants reported that they were able to read in both Spanish and English. Half reported that they could read better in Spanish than in English. In one school, some students were enrolled in bilingual education classrooms in the US, but the instruction in English and in Spanish varied.
• What methods did the researchers use to acquire the data?
The researchers used the following methods:
1. Four expository text passages at the 4th grade level with a number of clear Spanish-English cognates.
2. A passage vocabulary with target cognate words.
3. A test of prior vocabulary knowledge (a yes/no questionnaire) in the two languages.
4. A target-word multiple choice test.
5. A cognate-circling task.
• How did the researchers analyze the data?
The researchers did not explicitly present their data analysis in this article. However, in the Results and Discussion section, they present the type of quantitative analysis carried out (e.g., p.246 ‘analysis of variance”)
• What are the main findings reported in this particular study?
1. One of the findings was that the students tended to know more words in English if they knew the Spanish cognate.
2. The cognate-circling task showed that students recognized cognates when given some simple instructions. However, the results also showed that students did not recognize all the cognates in the passages.
3. The researchers also found that regardless of the students Spanish or English proficiency level, the students who identified more cognates in the multiple choice test were better at interpreting cognates in the English text.
4. The researchers report that a number of factors determined that the students can recognize cognates. For example, students with larger vocabularies had a tendency to recognize more words as cognates.
5. The researchers conclude that the most important finding is the interaction between Spanish vocabulary knowledge and recognition of cognate relationships. This means that the transfer of lexical knowledge to reading in English is dependent, in part, on recognizing the English word as a cognate.
6. The researchers suggest that cognate instruction may be beneficial for bilingual students English reading.
7. They also suggest that the students’ recognition of cognates seemed to depend on close overlap between Spanish and English spellings (e.g., important/importante), but not words that have morphological consistencies across languages (e.g., reality/realidad). This led the researchers to suggest that some knowledge of the derivational morphology of both English and Spanish may be beneficial for bilingual students.
• What are some gaps in the article that may support your idea for research?
So, far recognizing cognates in English reading seemed to me a natural ability. This article made me realize that maybe as a Spanish reader who has a large vocabulary in Spanish I could have an advantage over ELLs like the ones in this study. I realize that recognizing a word as a cognate is not that simple, but I want to know more about what it takes to recognize a word as a cognate across languages.
It would be interesting to see how this happens among college students, who are mostly monolingual in Spanish. Nagy and his colleagues investigated cognate use for reading among 4th, 5th, and 6th graders in the US. One gap I see is that we may not know how college monolingual students recognize cognates and what strategies they use to do so.
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