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Interlanguage Project
INTRO
“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” –Anthony Robbins
Recognize errors
Trace errors
INTRO
Learning style
Personality type
Motivation
Experience and exposure to L2
First language influences
Cultural influences
PROCEDURES1. Participants fill out Student Information Survey
2. Participants also complete Perceptual Learning Style Preference Questionnaire and simplified MBTI
3. Participants watch a 3 minute claymation video of Pingu and the Band (YouTube) twice
4. Participants retell the story in their own words, and are given leading questions when necessary (recorded)
5. Participants, again, retell the story in their own words, but are not given leading questions (recorded & transcribed)
4. Follow-up interviews are conducted to retrieve more oral samples (recorded & transcribed)
5. Errors & interlanguage stages are analyzed
pINGU AND THE bAND
Claire20-year-old FemaleAge & Gender
South KoreaNationality
Level 3ELI Level
Public administrationMajor in Home Country
9 YearsStudy Duration
7 MonthsStudy English in USA
Randy24-year-old MaleAge & Gender
ChinaNationality
Level 3ELI Level
SportsMajor in Home Country
6 YearsStudy Duration
15 MonthsStudy English in USA
ClaireExtrovert Intuition Feeling Judging
Personality
Tactile(40) Kinesthetic(40)Major Learning Style Preference
Audio-lingual: “I like to repeat and memorize dialogues to form habits”
Preferred Teaching Style
hReading books, magazines, internet articlesELI homework
Study Habits
2-3 hoursLength of Time for Formal Study
30 minutes to 1 hour speaking outside of class
Length of Time for Informal Study
Pronunciation/ SpeakingSelf Assessed Difficulties
Ask teacher (in or after class)Method of Correction
RandyIntrovert Sensing Feeling Perceiving
Personality
Group(42) Tactile(40) Kinesthetic(38)
Major Learning Style Preference
Communicative:“I like learning by communicatingand understanding, using real life situations“(role play & information gap)
Community Language Learning: “I like learning by doing or experiencing“ (going to the store, discussing things with American friends)
Preferred Teaching Style
2-3 hoursLength of Time for Formal Study
1-2 hoursLength of Time for Informal Study
Pronunciation/ Speaking WritingSelf Assessed Difficulties
Ask teacherAsk conversation partner
Method of Correction
Watching movies, Listening to English music, Chatting with American friends...
Study Habits
InterferenceExample Explanation
L3, 4, 9, 10, 13, And…L8, 14, 21, 28 So…L2, 15, 29 But…
L3, 4, 9, 10, 21, 28, 2, 15, 29… interference from L1because in Korean speech connector words are used to continue the story; definite structural stop is not needed
Overdifferentiation: a new item entirely bearing little if any similarity to the native language item must be learned; there are no articles in Korean
L18, 22 older brotherL12, 13, 15, 22 grandfather
penguin
L18, 22, 12, 13, 15, 22 Korean culture familial names used for those outside the family, and special respect paid to those who are older (“grandfather” may be “ah-jo-shee”
Underdifferentiation: an item in the native language is absent in the target language; consider term with application to cultural mindset of communal vs individual thought
Error Analysis - Claire
OvergeneralizationExample Explanation
L17 some iceL10 some placeL11 some personL25 some movie
L 10,11,17,25 Overgeneralization using “some” (possibly interference from fist language translation)
L2 playL4, 9 rebukeL12, 17 lookL16 playL21 wantsL26 show
L2,4,9,12,17,16,21,26 Wrong tense
CommunicationExample Explanation
L3 beating every cookL12 look like grandfatherL20 too short to get there
L3, L20 Incorrect vocabulary, but still communicates meaning i.e. circumlocution
Appeal to authority: Learners may, if stuck for a word or phrase directly ask for the form; rise in intonation may be a result of this compensatory strategy
L14 so… uh… I think they…
L14 Filler word ; communication gap trying to think of a wordL14 Filler word ; communication gap trying to think of a word
L2, 8, 12, 19, 20, 23, 26 making sounds
L2, 8, 12, 19, 20, 23, 26 circumlocution used for lack of vocabulary (instead of making music/noise)
L2 Making sounds? Using the spoon?L6 …every play?L18 But the older brother penguin?
L2, 6, 18 Question intonation used for statements
SimplificationExample Explanation
L1 the two brother
L1 Omission of the plural marker
Induced Errors
L1 I am not sure if he or she
L1 “I am not sure if…” may be a learned chunk; the rest of the sentence isn’t properly executed
Teacher-induced errors (or native speakers’ insufficient explanation)
L8 Make fun of … the… making the noise
L8 “Make fun of” may be a learned chunk; self-corrected
Material-induced errors
Exercise-based induced errors
L4 Rebuke themL9 They got rebuke from them
L4, 9 Most likely learned from bible study Look-up errors
InterferenceExample Explanation
L12 probremL13 crimb the… box
L12,13 Mixes up the r/l sounds (combination sound in native language)
Reinterpretation: an item that exists in the native language is given new shape or distribution
L2, 4, zer (instead of their/there’re)L3, 5, 7, 9, 12 zey (instead of they)
L2,4, 3, 5, 7, 9, 12 Mixes up the z/th sounds (no “th” in native language)
Interlingual transfer from the native language or interference
Error Analysis - Randy
OvergeneralizationExample Explanation
L12 Play together but zey has probrem a small pingu?
L12 Change in sentence structure
L4 They hit everything at their home
L4 Overgeneralization due to lack of vocabulary knowledge
L4, 8, 10 too noise L7 still noise
L4, 8, 10, 7 Noise instead of “noisy”
L4 thinkL5 movedL7 moveL9 movedL13 heop (help)
L4, 5, 7, 9, 13 Wrong/inconsistent tense
CommunicationExample Explanation
L5 hit, hit, hit something…L7 Zey move, move, next place, keep going, play…L12 hit the high ice
L5, 7, 12 Incorrect vocabulary, but still communicates meaning i.e. circumlocution
L3, 5, 7, 9, 14 “…” L3, 5, 7, 9, 14 Communication gap trying to think of a word
SimplificationL12 Play together. L12 Omission of nounL14 Look like a band.L15 Play not bad music.
L14, 15 Omission of subject
L45 I’m not interested in.
L45 I am not interested in (???)
Induced ErrorsExample Explanation
L2 There are two pingus
L2 Student was informed of the title of the series—Pingu—and made the assumption that penguins are “pingus”
Teacher-induced errors (or native speakers’ insufficient explanation)
Material-induced errors
Exercise-based induced errors
L15 Play not bad music
L15 “not bad” is used as a chunk incorrectly placed Look-up errors
CLAIRE’S INTERLANGUAGE ANALYSISLevel 3-4 systematic/
post systematic stageDevelopmental Stage L6, 8, 11, 13, 31, 33, 41, 51, 58, 64
Transitioning from stage 4 to 5Question Formation L79, 80, 81
Stage 4Negation Stage L1, 7, 10 ,17, 25, 40, 55, 65, 66, 68, 69, 70, 73, 75, 78
Grammatical morphemes
Grammatical morphemesL 2, 4,12, 21, 33, 70Plural –s
L 5, 6, 8, 11, 12, 13, 15, 21, 30, 40, 44, 47, 49, 53, 54, 58, 61, 62, 64, 77, 82
Irregular past forms
L 16Possessive ‘sL 1, 7, 12, 17, 24, 26, 28, 37, 38, 41, 47, 49, 62, 79, 80Copula
L 1, 2, 8, 13,17, 18, 20, 21, 26, 31, 33, 35, 38, 40, 42, 43, 44, 46, 50, 51, 52, 53, 55, 72, 74, 75, 78, 80, 81, 82
Articles the and a
Regular past –ed L 5, 19, 23, 24, 31, 32, 33, 44, 48, 55, 56, 58, 68, 72, 73, 74
Third person singular simple present –s L 20
L 12, 14, 63, Auxiliary be
Possessive determiners: Stage 4-Error-free use of ‘his’ and ‘her’ in all contexts including natural gender and body part.
L 4, 21, 24,
L 50Subject
Relative clauses
L 50object of preposition L 4, 5, 6, 8, 9, 11, 13, 15, 19, 21, 26, 29, 30, 41, 43, 45, 46, 49,51, 62, 68, 76, 80,
Reference to past: stage 3: past tense forms of irregular verbs may be used before the regular past is used reliably.
RANDY’S INTERLANGUAGE ANALYSIS
Level 2 Emergent stageDevelopmental Stage L 3, 5, 6, 7, 10, 14, 15, 16, 21
Stage 3Question Formation L 42, 43, 44, 46
Stage 4Negation Stage L 11, 13, 24, 26, 28, 29, 30, 45, 47
Grammatical morphemes
L2, 17, 19Plural –s
Irregular past forms
Possessive ‘s
Copula
Articles the and a
Regular past –ed
Third person singular simple present -s
Auxiliary be
L20
L13,14,15, 29
L8,45,47
L6, 8,12,14,38
SIMILARITIES
Similarities with Claire and Randy
Attend ELI level 3
Find The most difficult part of learning English is
pronunciation and speaking.
Study English 2 - 3 hours a day
Study ELI homework after class
Seek help from teacher when confusion occurs
Similarities with and
Exemplify negation Stage 4
Use grammatical morphemes
plural
article
regular past – ed
auxiliary be
DIFFERENCES
Randy Claire
Differences with and
Gender Male Female
Age 24 20
Nationality China Korea
L2 language EnglishEnglish, Chinese, and Japanese
Have studied English
6 years 9 years
Have been in the USA
15 months 8 months
Major in their country
Physical education Public administration
Reason of studying English
To learn new languageTo get a better jobNeed to pass a test
Activities for studying English
Watch movies, listen to music, chat with Americans
Read books, magazines, internet articles.
Time for using English outside
1- 2 hours 30 mins -1 hour
Preferred Teaching Method
Communicative and Community language learning
Audio-lingual
MBTI test ISFP ENFJ
Primary learning Style
Group, Tactile, Kinesthetic
Tactile, Kinesthetic
Developmental Stage
2 Emergent Stage3 – 4 Systematic /
Postsystematic Stage
Question formation
3 4 - 5
Grammatical morphemes
Irregular past form 0 Developed
copula 0 Developed
3rd person singular
0 Developed
Relative clauses 0Subject /Object of
preposition
Suggestions for
Explain grammatical English sentence structure with ample use of examples
Lead student to produce simple sentences (as appose to long run on sentences)
Introduce other conjunctions ( because, since, so that, unless, as, as if, as long as, as much as, as soon as, in case, in order that, only if, etc.)
Introduce and encourage differentiation in sentence structure
Raise their awareness of using these connect words and help them make correct and completed sentences.
Excessive use of: and, so, but
Suggestions for
Consider the native cultural influences on L2
Clarify cultural differences with a lessons about American cultural norms while acknowledging the influence of the native language (Asain culture tends to use familial names to draw others closer while American culture does not)
Explore and explain the difference between Asian collectivism and American individualism in order to address possible future misunderstandings or feelings of disrespect
Use of familial names
Suggestions for
Introduce more frequently used quantifier with sufficient
examples
Explain appropriate situation for different kinds of
quantifiers, providing many examples
Encourage use of varried quantifiers
Overuse of "some" as quantifier
Suggestions for
Suggest less dependence on electronic dictionary
Encourage more time spent on daily/frequently used vocabulary
Suggest and explain strategy and implementation of "word grouping" in order to memorize vocabulary
Suggest and explain strategy and implementation of "mind mapping" specific tops that may be unfamilure
Provide and suggest oppertunities to partake in real life situations in order to study daily vocabulary
Circumlocution
Suggestions for
Suggest that more attention is paid to the use of filler words, especially in academic settings
Encourage more time spent on daily/frequently used vocabulary (familiarity breeds confidence and corrects hesitation)
Suggest learning strategies
Suggest and explain the metacognitive strategy of delayed production:cautially deciding to postpone speaking in order to learn initially through listening comprehension
Use of filler words: umm, uhh
Suggestions for
Suggest slower speach in order to process what is being
said, before saying it
Show and explain examples of third person forms and
tenses
Suggest new habit of using the third person form and
tenses more cautiously
Simplification of third person form and tenses
Suggestions for
Provide a self recording/listening session to raise
awareness of rising intonation
Reccognize the possible reasoning of question intonation
as appealing to authority (compensatory strategy)
Provide oppertunities for practice and demonstration
Provide a second self recording/listening session to
asses improvements made or areas of improvement
Excessive use of rising intonation
Suggestions for
Introduce five primary sentence patterns in the class with
abundant examples
Encourage practice of simple and complete sentences
according to these patterns
Suggest memorizing short paragraphs or sentences
within topics of personal interest
Use of incorrect sentence structure
Suggestions for
Suggest less dependence on electronic dictionaryEncourage more time spent on daily/frequently used vocabularySuggest and explain strategy and implementation of "word grouping" in order to memorize vocabularySuggest and explain strategy and implementation of "mind mapping" specific tops that may be unfamilure Provide and suggest oppertunities to partake in real life situations in order to study daily vocabularyProvide oppertunities for role play to create and active environment which speaks to group and kinesthetic learning styleProvide oppertunity for native conversation partner pairing in order to practice oral production of L2 (perhaps with a common interest such as basketball)
Circumlocution
Suggestions for
Present word forms of frequently use vocabulary.
Create a noun/verb/adjective chart to be distributed and
studied
noise ][ noisy
cheek ][ cheeky
nose ][ nosey
For example, their noun, adjective, and verb form so that
he would be familiar with correct forms and be able to
produce them properly.
Incorrect use of word form
Suggestions for
Encourage focus and practice of “th” → / ð/ sound
Provide a self recording/listening session to raise
awareness the difference between /z/ and / ð/sound,
Provide visual and audio examples and mimmicing
exorcises
Pronunciation
GROUP MEMBERS
J e LeeH ang