Validation of Syntactic Maturity Training: Comparative Analysis of Written Comprehension and production in Mother Tongue and Foreign Language Spanish Students

Abstract

This article makes a comparative analysis of the evolution of syntactic maturity both in students whose native language is Spanish and others for whom it is a second/foreign language who have been trained with a specific model for exercising didactic sequences for reading and writing. Some 181 written compositions from first-year ESO and Bachillerato students (Spain), and 150 from SSL/FL Intermediate and Advanced levels have been analysed. Two variables are examined: (1) conditions of written expression and (2) variations between posttest and pretest averages. The results show that the trained groups achieve better rates in most measurements. Thus, the effectiveness of the training designed to develop their linguistic skills is demonstrated in both groups (native and foreign language).