Description
PLEASE CHECK THE NOTES CARFULLY NEXT TO THE HIGHLITED PARTS (ALL THE RED NOTSED NEED TO BE FIXED PLEASE. I HAVE ATTACHED THE CHECK LIST FOR THE REPORT). PLEASE CHECK ATTACHED DOCUMENTS CARFULLY. The aim of this project is to learn and experience research on second language acquisition with special focus on L2-English. You will assess the language of one learner of English L2. What is his/her stage of development in English? Identify possible problems in their Morphology development with evidence from your transcribed data. Make principled suggestions, based on SLA theory and research, for the language teacher to help the learner. This is a project of analysing and evaluating an ESL learner’s English using your own data. It involves: interview with an ESL learner (i.e., data collection) transcription of the interview analysis of ESL data
Second Language Acquisition
INTRODUCTION
This study aims to analyse the development of an L2-English learner in a native Spanish student who has been in Australia for eight years. Language proficiency refers to the ability of an individual to learn and acquire a language fluently. Proficiency varies between individuals who learn a new language as a second language and those born with a first language. As adults grow, their capacity for learning a new language decrease (Dmitrenko, 2017). The report will assess the syntactic stage after living in the country for over eight years. The theory of stages will be applied as a framework for analysing (SLA) second language acquisition (Michael, 2019). The section will focus on assessing the grammatical achievements accomplished at the current syntactic stage. Finally, the study will highlight recommendations that will challenge the learner’s linguistic shortcomings of L2-English, guiding him in advancing to the next syntactic stage. Important to mention Processability Theory in this first paragraph. You are exploring two frameworks/theories here: five levels of speech acquisition and Processability Theory. Establish both in the introduction and what both offer you in terms of discussion of informant’s data
LITERATURE REVIEW
Introduction
According to Krashen & Terrel (1983), a L2 learner undergoes five levels of speech acquisition ranging from Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency.
Preproduction
At this stage, the teacher needs to ask the learner questions that a student can answer by pointing several pictures (Krashen & Terrel, 1983). For instance, show me the girl with the red dress and where is the family?
Early Production
Here, the teacher asks some questions that the learner can answer with one or two words (Krashen & Terrel, 1983). For instance, Are the girls engaged in outdoor activities? and Where did the family spend their time?
Speech Emergence
Here, the teacher asks the student “why” and “how” questions that can be answered with short sentences (Krashen & Terrel, 1983). For instance, What do you like to do in your free time?
Intermediate Fluency
Here, the teacher asks the student complex questions such as “What would happen if …” and “Why do you think …” questions (Krashen & Terrel, 1983). For example, What do you think is the best way to spend free time?
Advanced Fluency
Here, students are asked to retell the story in the picture (Krashen & Terrel, 1983).
Review
SLA defines individuals who have accomplished first language acquisition (FLA) in their childhood towards adulthood (MacWhinney, 2017) Not clear. Rework.. The concept refers to individuals looking to acquire and be fluent in English as a second language in the later stages to coexist in communities where English is a primary language. Challenges in successful SLA lies in the preservation of cultural values and identity acquired in the first language. Interference and transfer are among the two processes which define interlanguage development. Transfer is the application of one language rule (L1) to another language (L2). Interference occurs if an error occurs to an L1 transfer (Saville-Troike, 2012, pp.19). The participant for the current study is a Spanish individual in his mid-20s. The Spanish language is widely spoken in over 20 countries as a first language meaning that it is an international language.
The Spanish language is a dialect of the Latin language and was introduced in Spain by the Romans. The processability theory (PT) will be applied in reviewing and analysing the stages of syntactic development. The theory expands the model of speech production (Guenther, 1995) and the theory of language processing (Bonilla, 2019). According to PT, second language learners follow incremental routines and processes that influence their second language development. It also determines the sequence of language development for highlighting grammatical linguistic production (Pienemann,1998). L2 English syntactic development is composed of declaratives and interrogatives.
Declaratives
According to Saville-Troike (2016), the declarative stage starts at stage one with the Lemma stage, which is limited and composed of one word, formulas, and chunks such as yeah, and OK. Stage two is referred to as the Unmarked alignment and is comprised of the canonical order. i.e., subject, verb, object (SVO). For instance, Two children is build sand castle. XP-Unmarked alignment forms the third stage and consists of the topic preceding the SVO. The final stage is Marked alignment, which is composed of more attention focused on the object. This stage includes logical choices that subjects expressed in complex statements (Saville-Troike, 2016).
Interrogatives
According to DiBiase & Kawaguchi (2002), the interrogative stage comprises constituent and yes/no questions. Phase one of this stage is Lemma and comprises single word and formula questions such as where and what. The second phase is the unmarked alignment, composed of canonical order questions like Are they happy? Prepositional phrases form the third stage, which is XP-Unmarked alignment. i.e., what + SVO or AUX do +SVO, for example, What is similar about the two pictures? The fourth stage of the interrogative stage is the Marked alignment reflecting on the flexibility of the AUX + SUBJ VO word order such as, Are there any other languages you can speak? The final stage is XP-Marked alignment, which adds more detail to a question in a Wh + AUX + SUBJ VO word order. For example, where are the children? (Bonilla, 2015; DiBiase & Kawaguchi, 2002).
METHODOLOGY
The methodology section outlines the approaches that the study will employ to assess the participant. The section will highlight the procedure of the interview that will be conducted in two phases. The first phase will indicate basic responses to individual elements such as basic questions. The second phase focuses on the main responses to record basic utterances from the pictures the learner will be shown.
Participant
Basic responses
The current study will analyse the proficiency level of Rodrigo at his maturity and the role of age on his acquisition. Rodrigo is a 26-year-old Spanish man who spoke Spanish from his childhood through adulthood. Additionally, he acquired Spanish through formal schooling and community interaction. He came to the Australia when he was 18 years old and had since lived in a Spanish community in the country. Through his time, he has grasped basic English knowledge and can understand some basic instructions. However, he struggles to engage in in-depth communication with his new Australian friends in his community. He has difficulty landing a place in his university of choice due to his English level. Rodrigo can often construct grammatical sentences while sometimes he runs out of correct words to use and can sometimes include words from the Spanish dialect. Move and edit the blue highlighted part, it is better suited to the results discussion.
Basic utterances
Rodrigo is able to create simple sentences in English although he faces difficulty in proper sentence construction following grammatical rules. He is capable of responding to different responses based on simple pictures that he was shown. His responses point him to the beginner level of acquisition.
Data Collection and Procedure
The spot the difference exercise was applied in collecting data for the current study. This method compared two pictures, which necessitated the construction of interview questions and answers for the facilitator and informant. The used images (Appendix 2) contained different elements, and the participant was required to identify and compare the content of the two pictures to assess his proficiency level. The interview was composed of a basic assessment whereby the learner was asked about his experience as an L2-English learner. The data was recorded using a smartphone for about 20 minutes and later transcribed. Afterward, the transcription was converted into an excel file for analysis in the KWIC program.
The KWIC program helps recognize the syntactic development stage through a concordance interface and compares it to a PT framework. Qualitative data used in this study were analysed through spot difference discussions conducted in the learner’s home. Additionally, data analysis was conducted using declaratives and interrogatives to analyse the learner’s development level through different sections of the transcript.
RESULTS
The study’s main aim is to determine the level of syntactic development that the native Spanish individual is currently at. The findings indicate that the individual has acquired some advanced English knowledge reflected by his understanding of basic, intermediate, and advanced instructions. However, the individual’s application of learned knowledge is limited. Rodrigo sometimes struggles to construct grammatical sentences and engage in lengthy conversations, illustrating a limitation in his grammatical and vocabulary knowledge. Rodrigo could sometimes include words from the Spanish dialect in his sentence constructions since he is a native Spanish. The illustrations below illustrate the syntactic development results of Y in declarative and interrogatives. The findings suggest that Rodrigo has accomplished the stages one, Lemma, to stage three up to XP-unmarked alignment, as illustrated in Table 1 below. Additionally, he has accomplished some elements of the XP-marked alignment, as illustrated in Table 2.
STAGE
STRUCTURE
EXAMPLES (2 per stage)
MARKED ALIGNMENT
OBJ topicalization
XP + UNMARKED ALIGNMENT
TOP + canonical order
(TOP=Adjunct/Adverb)
(24)Is two pictures are beach.
(26)Is two pictures is one has two boats and other is one boat
UNMARKED ALIGNMENT
Canonical word order = SVO
(22)Children is happy
(48)Is jellyfish is blue color
LEMMA ACCESS
Single words; formulas
(40)Yeah
(32)Cool
Table 1 Syntactic development in declaratives.
Add example from the transcript to OBJ topicalization: Examples for your references in case it helps:
My sister hates chocolate, but ice-cream she likes.
The song that I haven’t heard in a while…
STAGE
CONSTITUENT QUESTIONS
Examples (2 per stage)
YES/NO QUESTIONS
Examples (2 per stage)
XP + MARKED ALIGNMENT
wh- + AUX + SUBJ VO?
(42)What color is this one?
(32)what different in pictures?
MARKED ALIGNMENT
AUX + SUBJ VO?
XP + UNMARKED ALIGNMENT
wh- + canonical order?
(30)Is how many children in pictures?
(32)And is what different in pictures?
AUX do + canonical order?
UNMARKED ALIGNMENT
canonical order?
(34)And what is similarity?
(42)What color is this one?
canonical order?
LEMMA ACCESS
single words? formulas?
single words? formulas?
(56)complete?
(34)Is difference?
Table 2 Syntactic development in Yes/No and content questions.
Fix table 2.
These aren’t examples of wh +AUX + SUBJ VO. Here are some examples for reference
What do you like?
Where does he go?
Why does he like apples?
This isn’t an example of wh + canonical order. Here are some examples:
wh-+ canonical order?
What you like?
Where he went to school?
DISCUSSION
The study results suggest that Rodrigo has some English proficiency levels, illustrated by the findings in both tables. The PT findings suggest that the learner was at stage three, as indicated in the declarative table (Table 1). From the table, it is clear that the participant had indicated some proficiency from the pictures he was shown. Rodrigo starts by saying the picture, seeing two girls, and the picture, another is different. The analysis has hinted at the application of punctuation at the beginning and the end of the statements. These four elements highlight the PT application, which illustrates a structural pattern of knowledge attainment (Pallotti, 2007). Table 2 illustrates how Rodrigo responds to the “what” questions in different utterances; what color is hair, what color is dress. Different “what” questions illustrate a structure instead of a memorized chunk of responses (Pallotti, 2007). The ability of Rodrigo to create “what” questions suggest that he is on stage three. However, the Yes/No questions do not provide clear evidence of Rodrigo‘s proficiency in constructing questions starting with “do.” However, it also implies that he has accomplished stage three requirements, although elements indicate that he has not accomplished these steps. However, it indicates the participant’s proficiency level, illustrating that he can acquire the second language if he successfully addresses the areas that require improvement. As opposed to in-class sessions, Rodrigo can benefit from social interactions, whereby he will use L2-English in his conversations with his colleagues. The responses also do not indicate memorized chunks since Rodrigo has responded from impulse to the pictures’ content. According to Pallotti (2007), emergence is contrasted with what leads it and not what follows it. The current stage is characterized by insufficient information that can conclude that the participant has successfully attained the stage (Pallotti, 2007, pp.364). The suggestions for formal socialization and instruction can support Y accomplishing the subsequent stage in the syntactic development of learning a second language by acquiring high-level grammatical production and language processing skills.
Develop the discussion further. Make clearer and more specific suggestions/recommendations for improving their L2 mastery.
Remember in this section to
Revisit the purpose of your study and your research questions
Briefly outline implications of the present study as well as its limitations
Make suggestions for future research in this area
References
Bonilla, C. (2015). From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish. Second Language Research, 31(1), 53- 74.
Di Biase, B., & Kawaguchi, S. (2002). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second language research, 18(3), 274-302.
Dmitrenko, V. (2017). Language learning strategies of multilingual adults learning additional languages. International Journal of Multilingualism, 14(1), 6-22.
Guenther, F. H. (1995). Speech sound acquisition, coarticulation, and rate effects in a neural network model of speech production. Psychological Review, 102(3), 594.
MacWhinney, B. (2017). First language acquisition. The handbook of linguistics, 397-413.
Michael, M. (2019). Pienemann’s Teachability Hypothesis and Processability Theory and Their Implications for Error Correction in Classroom-based Second Language Learning. Sapporo University Journal, 48, 59-71.
Pallotti, G. (2007). An operational definition of the emergence criterion. Applied Linguistics, 28(3), 361-382.
Pienemann, M. (1998). Developmental dynamics in L 1 and L 2 acquisition: Processability Theory and generative entrenchment. Bilingualism Language and Cognition, 1(1), 1-20.
Saville-Troike, M., & Barto, K. (2016). Introducing second language acquisition. Cambridge University Press.
APPENDIX 1: Participant biodata
Name
Y
Age
26 years
Date of birth
14 March 1994
Sex
Male
Country of birth
Spain
Nationality
Spanish
Date of Arrival in the AUS
16 February 2012
Age during arrival
18 years
Number of years in the AUS
8
Previous ESL schooling
None
Languages used
Spanish, English
Occupation
Unemployed, student
Interview and task setting
Date of interview:
Place of interview:
6th October 2020
Phone Interview
APPENDIX 2: Spot the difference exercise
APPENDIX 3: Database analysis
Number of turns (n=66)
Interviewer
Informant
33
33
No. of words (n=572)
282
290
Mean length of turns (n=1)
0.5
0.5
APPENDIX 4: Interview transcript
C Hello, what is your name?
Y My name is Rodrigo.
C Rodrigo, which country were you born?
Y I am born in Spain.
C Spain and what languages can you speak?
Y
C Are there any other languages you can speak?
Y Not other. Spanish alone.
C When did you come to AUS?
Y I come 16 February 2012.
C Why did you come to the AUS?
Y I come for visit my brother is here lives in Florida.
C Anything else?
Y I want study here and get job here.
C Now we will look at some pictures. Afterward, I will ask you questions and you will also ask me some. Are you ready?
Y
C Do you want to ask first?
Y Is you start.
C So, where are the children?
Y The children are at beach.
C Are they happy?
Y Children is happy.
C What is similar about the two pictures?
Y Is two pictures are beach.
C What is different in the two pictures?
Y Is two pictures is one has two boats and other is one boat.
C Anything else?
Y Is there towel on island also and on other one is no towel on island.
C Now ask me some questions.
Y Is how many children in pictures?
C There are four children in the pictures
Y Is different?
C You want the difference?
Y Is difference?
C The first image has a blue sea star while in the second image the sea star is orange.
Y And what is similarity?
C Both images show children spending free time on the beach. Another similarity is that there is a boat in the ocean in both pictures.
Y Now you ask.
C Now identify the activity that each child is doing.
Y The one child, this one (points to the picture) is dances and one with red short is play with beach ball. Two children is build sand castle.
C Anything else you want to add.
Y Is girls is wear colorful swim suits.
C What color is the swim suits.
Y I know one is blue stripes and one I don’t know. What color is this one? (points to the picture).
C That is color purple with light purple spots.
Y Thank you. Is color confuses me.
C Don’t worry about it. Ok. Tell me where the jellyfish is.
Y The jellyfish is on water.
C What color is the jellyfish?
Y Is jellyfish is blue color.
C What about the weather?
Y The weather is sunny and hot.
C Where are the palm trees?
Y Is palm trees is on island.
C Are there fruits on the palm trees?
Y Is coconut on palm trees.
C That will be all for the exercise.
Y Complete?
C But before you go, can you tell me about your education in Spain. Which grade were you before you moved? How was the teaching there as compared to here?
Y In Spain is teach in Spanish. I was in primary school level.
C Is the education there similar to the one offered here?
Y
C How so?
Y There is teach in Spanish and here English is used.
C How has your experience been learning English?
Y I found difficult to understand words and meanings before. Now I understand some words and sentences easy. Still learn. Yeah. Good experience.
C Thank you for your time Rodrigo.
Y Thank you too.Research project question
Assess the language of one learner of English L2.
What is his/her stage of development in English?
Identify possible problems in their morphology development with evidence
from your transcribed data.
Make principled suggestions, based on SLA theory and research, for the
language teacher to help the learner.
Research project report structure
Title
Introduction (Literature review)
Method
Results
Discussion
Conclusions
References
Appendices (consent form, transcript, morphology table)
Make sure you have :
Title
The title is designed to stimulate the reader’s interest
A good title should inform the readers and be accurate (see Hartley 2008)
Introduction (Literature Review)
The authors establish a research territory: (a) by showing that the general research
area is important, central, interesting and (b) by introducing and reviewing items of
previous research in the area
The literature review needs to critically examine the texts that relate to your research
(question)
The introduction is concluded by stating the aim of the present study and the research
question(s)
Method
Most method sections are usually subdivided (with sub-headings) into three
sections,as follows:
− Participants/Subjects
− Procedure(s)
− Measures/Materials/Stimuli/Data
Results
State the main findings in order
Illustrate and support your statements by referring to the data and project
Table
Discussion
Remind the reader about your research aims
Summarize and restate thefindings
Provide suggestions for the learner
Evaluate how the results fit in with the previous findings – do they contradict, qualify,
support or go beyond them?
In the CONCLUSION to your report, you do a number of important things:
Summarize the main points you made in your introduction
Discuss the broader implications of your findings
Mention the limitations of your research
Offer suggestions for future research related to yours
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