Abstract Recent studies examining whether Generation 1.5 writing is unique (as compared to L1 and/or L2 writing), including several conducted by the same researchers, have resulted in highly conflicting findings. To shed new light on this controversial issue, the present study replicates research by Doolan and Miller (2012) , but uses a much larger sample. Focusing on grammatical accuracy, which is most often cited as the distinguishing feature of Generation 1.5 writing, this study thus presents a quantitative and qualitative analysis of the most prevalent “error” patterns in the essays of 149 students enrolled in Developmental English and ESL courses at two suburban community colleges on the East Coast, including Generation 1.5 (n = 49), L2 (n = 50) and L1 writers (n = 50). Findings confirm significant differences between Generation 1.5 students and L1 writers in particular, with Generation 1.5 writers displaying error patterns and frequencies that resemble those of L2 writers but not L1 writers. We argue that these findings have significant implications for placement, curriculum and pedagogy. Furthermore, we hypothesize that a lack of attention to the variable ‘age of arrival’ may have been the cause of the conflicting findings in studies to date.

中文翻译：

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1.5 代、L1 和 L2 学生写作中的语法模式分析：复制研究

摘要 最近研究 1.5 代写作是否独特（与 L1 和/或 L2 写作相比），包括由相同研究人员进行的几项研究，导致了高度矛盾的发现。为了阐明这个有争议的问题，本研究复制了 Doolan 和 Miller (2012) 的研究，但使用了更大的样本。专注于语法准确性，这是最常被引用为第 1.5 代写作的显着特征，因此本研究对 149 名参加发展英语和 ESL 课程的学生的论文中最普遍的“错误”模式进行了定量和定性分析。东海岸的两所郊区社区学院，包括 1.5 代（n = 49）、L2（n = 50）和 L1 作家（n = 50）。调查结果证实了第一代之间的显着差异。特别是 5 名学生和 L1 作家，第 1.5 代作家显示的错误模式和频率类似于 L2 作家但不是 L1 作家。我们认为，这些发现对安置、课程和教学法具有重要意义。此外，我们假设对“到达年龄”变量缺乏关注可能是迄今为止研究结果相互矛盾的原因。