Description
Overview: The purpose of this project is to apply your knowledge of morphology, syntax, and semantics to analyze emergent bilingual learners’ written language samples for English language development. You will work independently to analyze a written language sample from an English language learner for knowledge and development of (a) morphology, (b) syntax, (c) semantics. You will use relevant linguistic terminology (that you have learned from course readings, in class, and from your own research) to explain what you notice, and include attention to both strengths and weaknesses (i.e., comment on both what the student does correctly and aspects that the student is still developing). Content: You will complete table examples of the accomplishments and challenges of an individual’s morphology, syntax, and semantics. The table consists of Part A and Part B for these three areas. In Part A, you will analyze and describe what the writing sample shows us about the learner’s English language development and knowledge of each language subsystem (e.g., morphology, syntax, semantics). You will identify and describe five accomplishments and three challenges for each subsystem. In Part B, you will refer back to each “Challenges” section from Part A and highlight one that you will analyze and discuss in greater detail. You will be referring to the following chapter Wright, Chapter 3: Language Learning and Teaching (p.48-55). Tasks: Type or copy and paste your ELL’s writing sample at the top of your fill-in table. Do not correct any of the grammar errors – keep the sample as is (remember that spelling mistakes are not part of morphology, syntax, or semantics). Analyze and note down examples of correct and incorrect (1) inflectional and derivational morpheme usage (i.e., words parts), (2) syntactical usage (i.e., sentence and prepositional, verb, and noun phrase order and organization), and (3) semantic (i.e., word choice) examples. Completing the linguistic workshop in module 7 will help you with these tasks since you will have received feedback from the instructor. Complete the fill-in table with your answers. Formatting: The table should be completed using Times New Roman font, size 12.
Classroom should be bigger
By Marco
I came to United States with a lot of chance and a lot of thing that I need to
learn more about my “New World”. And the first places that I was go to learn
that’s a school. Unfortunately, I have to change school and my classroom of
my new school is smaller than my old school. The classroom has a lot of
student’s desk but the aisle between the desks so small. I think the principle
should have some measure to rebuild the classroom. If the classroom is bigger
than students can have more space to group activities. Students and teachers
are more comfortable and more interest to study. Teachers can have better
teaching device to help them teach better.
The first reason why students need more space to group activities? Small
classrooms can be difficult for everybody to move. Classrooms do not have
enough expanses to group activities of students. It leads on some students
have to sit on the floor when they don’t have more place to do their work
together. It will be not fair for those students who sit on the ground because
it’s dirty and that thing affect their health.
The second reason that students and teachers are more comfortable and
excited on learning. When you can sit in a large classroom with desks, learning
tools, good teaching device are arranged properly. What do you think? It will
help you feel more relaxed, focused, excited on learning, or it can also help you
have many good ideas. It will be better than small and narrow class. Isn’t it?
The third reason is teacher can observe students closely. Nowadays, some
students use cell phone during the class time and some teachers can see it
because the aisle between the desk so small. Students can text message under
the desk or behind the other student.
Some people might say that classrooms should not be bigger. Because when
we have a large classroom then we have to keep it clean and we must to clean
up a lot. Someone say that when they come to class, there is a warm
atmosphere around them or between each other. It will be better than the cold
atmosphere in the large class. But also you should think about you can get
more fresh air around you. More expanses and you will get better feel.
I think classrooms should be bigger. That’s mean students can have more
space to group activities, students and teachers are more comfortable and
more interest to study. Teachers can observe students. The principle should
have some measure to rebuild the classroom.
Assignment B – Written Language Analysis Project
| Name: | ||
| Native Language of Student: Spanish (not Thai as stated in the video!) | ||
| Type up OR copy and paste the transcript of your sample below: | ||
|
| ||
| Morphology Part A | ||
| In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of morphology (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description. | ||
| Example of Accomplishments | Description of Accomplishments | |
| 1. (inflectional – tense) | ||
| 2. (inflectional – number) | ||
| 3. (inflectional – person) | ||
| 4. (inflectional – case OR degree) | ||
| 5. (derivational) | ||
| In the numbered rows below, list three examples from your excerpt that show the child’s incorrect usage of morphology (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section. | ||
| Example of Challenges | Description of Challenges | |
| 1. | ||
| 2. | ||
| 3. | ||
| Morphology Part B | ||
| In the following section, provide a detailed analysis of the challenge that you highlighted above. Type your answers in the space below each question. | ||
| What is the standard U.S. English language rule that is violated in the error? ● First, identify the grammar feature that the student has gotten wrong (for example: subject-verb agreement, pluralization, adjective to adverb transformation). Then, search google for the English language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information. | ||
| ● Grammar feature (for example., “pluralization”):
● English language rule:
| ||
| What is the Spanish language rule for the same grammar feature that you discussed above? ● Search google for the Spanish language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information. | ||
| ● Spanish language rule:
| ||
| Go to https://translate.google.com/ and enter in the correct version of what the student should have written. | ||
| A: Incorrect version in English (what the student wrote) (e.g., My brother has 10 years):
| C: Correct version in English (the corrected version of A) (e.g., My brother is 10 years old):
| |
| B: Incorrect version above translated into Spanish (this should be the translation of A above): (e.g., Mi hermano tiene 10 años)
| D. Correct version in Spanish (the translation from C) (e.g.,Mi hermano tiene 10 años):
| |
| Based on the information from Google Translate above, is this error most likely due to L1 (first language) transfer or L2 (second language) development? Check one: ● Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, which causes an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language. ● L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language. | ||
| L1 Transfer □ | L2 Development □ | |
| Explain why you selected L1 transfer or L2 development. Use the examples from Google translate that you listed above to justify your answer. | ||
|
| ||
| Which theory supports your opinion? Select the theory that most supports the argument that you made above. Remember to read up on these theories in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55). | ||
| First and Second Language Theories | ||
| □ Selinker’s Interlanguage theory □ Experimentation and inaccurate guessing □ Random Errors □ Backsliding □ Intralingual □ Processability Theory | □ Cummins’ Common Underlying proficiency □ McLaughlin’s Attention-Processing Model □ Bialystok’s Analysis/Automaticity Model □ Transfer from First Language to Second Language □ Noticing Hypothesis □ Input Processing Model | |
| Use the information in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55) to describe in your own words how this theory explains the language error that your ELL student made: | ||
|
| ||
| Syntax Part A | ||
| In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of syntax (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description. | ||
| Example of Accomplishments | Description of Accomplishments | |
| 1. (A noun phrase) |
| |
| 2. (A prepositional phrase) | ||
| 3. (A verb phrase) | ||
| 4. (Adjective-Noun order) | ||
| 5. (Subject-Verb-Object order) | ||
| In the numbered rows below, list three examples in your excerpt that show the child’s incorrect usage of syntax (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section. | ||
| Example of Challenges | Description of Challenges | |
| 1. | ||
| 2. | ||
| 3. | ||
| Syntax Part B | ||
| In the following section, provide a detailed analysis of the challenge that you highlighted above. Type your answers in the space below each question. | ||
| What is the standard U.S. English language rule that is violated in the error? ● First, identify the grammar feature that the student has gotten (for example: past perfect tense, adjective-noun order, negation). Then, search google for the English language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information. | ||
| ● Grammar feature (for example, “adjective-noun order”):
● English language rule:
| ||
| What is the Spanish language rule for the same grammar feature that you discussed above? ● Search google for the Spanish language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information. | ||
| ● Spanish language rule:
| ||
| Go to https://translate.google.com/ and enter in the correct version of what the student should have written. | ||
| A: Incorrect version in English (what the student wrote) (e.g., My brother has 10 years):
| C: Correct version in English (the corrected version of A) (e.g., My brother is 10 years old):
| |
| B: Incorrect version above translated into Spanish (this should be the translation of A above): (e.g., Mi hermano tiene 10 años)
| D. Correct version in Spanish (the translation from C) (e.g.,Mi hermano tiene 10 años):
| |
| Based on the information from Google Translate above, is this error most likely due to L1 (first language) transfer or L2 (second language) development? Check one: ● Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, which causes an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language. ● L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language. | ||
| L1 Transfer | L2 Development | |
| Explain why you selected L1 transfer or L2 development. Use the examples from Google translate that you listed above to justify your answer. | ||
|
| ||
| Which theory supports your opinion? Select the theory that most supports the argument that you made above. Remember to read up on these theories in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55). | ||
| First and Second Language Theories | ||
| □ Selinker’s Interlanguage theory □ Experimentation and inaccurate guessing □ Random Errors □ Backsliding □ Intralingual □ Processability Theory | □ Cummins’ Common Underlying proficiency □ McLaughlin’s Attention-Processing Model □ Bialystok’s Analysis/Automaticity Model □ Transfer from First Language to Second Language □ Noticing Hypothesis □ Input Processing Model | |
| Use the information in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55) to describe in your own words how this theory explains the language error that your ELL student made: |
|
|
| Semantics Part A | ||||
| In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of semantics (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description. | ||||
| Example of Accomplishments | Description of Accomplishments | |||
| 1. (referent) | ||||
| 2. (sense) | ||||
| 3. (referent OR sense) | ||||
| 4. (literal vs. figurative) | ||||
| 5. (connotation vs. denotation) | ||||
| In the numbered rows below, list three examples in your excerpt that show the child’s incorrect usage of semantics (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section. | ||||
| Example of Challenges | Description of Challenges | |||
| 1. |
| |||
| 2. |
| |||
| 3. |
| |||
| Semantics Part B | ||||
| In the following section, provide a detailed analysis of the challenge that you highlighted above. Type your answers in the space below each question. | ||||
| Go to https://translate.google.com/ and enter in the correct version of what the student should have written. | ||||
| A: Incorrect version in English (what the student wrote) (e.g., My brother has 10 years):
| C: Correct version in English (the corrected version of A) (e.g., My brother is 10 years old):
| |||
| B: Incorrect version above translated into Spanish (this should be the translation of A above): (e.g., Mi hermano tiene 10 años)
| D. Correct version in Spanish (the translation from C) (e.g.,Mi hermano tiene 10 años):
| |||
| Based on the information from Google Translate above, is this error most likely due to L1 (first language) transfer or L2 (second language) development? Check one: ● Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, which causes an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language. ● L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language. | ||||
| L1 Transfer | L2 Development | |||
| Explain why you selected L1 transfer or L2 development. Use the examples from Google translate that you listed above to justify your answer. | ||||
|
| ||||
| Which theory supports your opinion? Select the theory that most supports the argument that you made above. Remember to read up on these theories in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55). | ||||
| First and Second Language Theories | ||||
| □ Selinker’s Interlanguage theory □ Experimentation and inaccurate guessing □ Random Errors □ Backsliding □ Intralingual □ Processability Theory | □ Cummins’ Common Underlying proficiency □ McLaughlin’s Attention-Processing Model □ Bialystok’s Analysis/Automaticity Model □ Transfer from First Language to Second Language □ Noticing Hypothesis □ Input Processing Model | |||
| Use the information in Ariza et al., Chapter 17: First and Second Language Acquisition Theories and Models (pg. 145 – 161) and Wright, Chapter 3: Language Learning and Teaching (p.48-55) to describe in your own words how this theory explains the language error that your ELL student made: |
|
|
PLEASE MAKE SURE TO LEAVE THE RUBRIC INCLUDED BELOW IN YOUR TABLE. I USE THIS TO PROVIDE YOU WITH A GRADE. THANKS!
Assignment B – Written Language Analysis Project Rubric
| Morphology – Score and Descriptors | |||||
| Description of Accomplishments (3 points) | 3 Comprehensive description of what child knows, appropriate examples from essay to support analysis; demonstration of broad understanding of typical L2 developmental process. | 2 Some attention to what the child knows, but explanation lacks detail and/or appropriate examples from essay to support analysis; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of what child knows is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Description of Challenges (3 points) | 3 All “errors” correctly identified and described in great detail; demonstration of broad understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 2 Some “errors” correctly identified and described with some detail; demonstration of emergent understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 1 Some “errors” incorrectly identified and explained with limited amount of detail; demonstration of inaccurate or incomplete understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 0 Required elements missing or incomplete | |
| Analysis of Error (3 points) | 3 Accurate and detailed analysis of the most-probable specific linguistic reason for the occurrence of the selected “error”; demonstration of broad understanding of typical L2 developmental process. | 2 Analysis of selected “error” is accurate and supported with some detail; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of selected “error” is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Quality of Work (1 point) | 1 Comprehensive and well-written; careful attention to proofreading and editing; APA formatting used when appropriate; adherence to deadlines set by instructor. | 0 Required elements missing or incomplete | |||
| Morphology: _____/10 points | |||||
| Syntax – Score and Descriptors | |||||
| Description of Accomplishments (3 points) | 3 Comprehensive description of what child knows, appropriate examples from essay to support analysis; demonstration of broad understanding of typical L2 developmental process. | 2 Some attention to what the child knows, but explanation lacks detail and/or appropriate examples from essay to support analysis; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of what child knows is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Description of Challenges (3 points) | 3 All “errors” correctly identified and described in great detail; demonstration of broad understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 2 Some “errors” correctly identified and described with some detail; demonstration of emergent understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 1 Some “errors” incorrectly identified and explained with limited amount of detail; demonstration of inaccurate or incomplete understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 0 Required elements missing or incomplete | |
| Analysis of Error (3 points) | 3 Accurate and detailed analysis of the most-probable specific linguistic reason for the occurrence of the selected “error”; demonstration of broad understanding of typical L2 developmental process. | 2 Analysis of selected “error” is accurate and supported with some detail; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of selected “error” is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Quality of Work (1 point) | 1 Comprehensive and well-written; careful attention to proofreading and editing; APA formatting used when appropriate; adherence to deadlines set by instructor. | 0 Required elements missing or incomplete | |||
| Syntax: _____/10 points | |||||
| Semantics – Score and Descriptors | |||||
| Description of Accomplishments (3 points) | 3 Comprehensive description of what child knows, appropriate examples from essay to support analysis; demonstration of broad understanding of typical L2 developmental process. | 2 Some attention to what the child knows, but explanation lacks detail and/or appropriate examples from essay to support analysis; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of what child knows is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Description of Challenges (3 points) | 3 All “errors” correctly identified and described in great detail; demonstration of broad understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 2 Some “errors” correctly identified and described with some detail; demonstration of emergent understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 1 Some “errors” incorrectly identified and explained with limited amount of detail; demonstration of inaccurate or incomplete understanding of the types of “errors” being addressed and related [U.S. standard English] linguistic rules. | 0 Required elements missing or incomplete | |
| Analysis of Error (3 points) | 3 Accurate and detailed analysis of the most-probable specific linguistic reason for the occurrence of the selected “error”; demonstration of broad understanding of typical L2 developmental process. | 2 Analysis of selected “error” is accurate and supported with some detail; demonstration of emergent understanding of typical L2 developmental process. | 1 Analysis of selected “error” is incomplete and/or supported with limited amount of detail; demonstration of inaccurate or incomplete understanding of typical L2 developmental process. | 0 Required elements missing or incomplete | |
| Quality of Work (1 point) | 1 Comprehensive and well-written; careful attention to proofreading and editing; APA formatting used when appropriate; adherence to deadlines set by instructor. | 0 Required elements missing or incomplete | |||
| Semantics: _____/10 points | |||||
| Total: _____/30 points |