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Assignment B – Written Language Analysis Project

16 Mar

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.  
2.  
3.  
4.  
5.  
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? (List the website address where you got your information)

·       First, identify the grammar feature that the student has gotten wrong (for example: past perfect tense, adjective-noun order, negation, or pluralization). 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.

 
Is this error 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, causing 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. You must be able to justify why the error is a result of one and not the other.

·       If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·       If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

 
Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·       If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·       If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists L2 Development Theories/Theorists
□ Selinker’s Interlanguage theory □ McLaughlin’s Attention-Processing Model
□ Overgeneralization □ Bialystok’s Analysis/Automaticity Model
□ Natural Translation □ Swain’s Output Hypothesis
□ Codeswitching □ U-Shaped Learning/ Backsliding
□ Cummins’ Common Underlying proficiency  
Selecting two references connected to the theorist/theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:
 
Please list the two references here that you used above:
 

 

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.  
2.  
3.  
4.  
5.  
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? (List the website address where you got your information)

·       First, identify the grammar feature that the student has gotten wrong (for example: past perfect tense, adjective-noun order, negation, or pluralization). 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.

 
Is this error 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, causing 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. You must be able to justify why the error is a result of one and not the other.

·       If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·       If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

 
Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·       If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·       If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists L2 Development Theories/Theorists
□ Selinker’s Interlanguage theory □ McLaughlin’s Attention-Processing Model
□ Overgeneralization □ Bialystok’s Analysis/Automaticity Model
□ Natural Translation □ Swain’s Output Hypothesis
□ Codeswitching □ U-Shaped Learning/ Backsliding
□ Cummins’ Common Underlying proficiency  
Selecting two references connected to the theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:
 
Please list the two references here that you used above:
 

 

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.  
2.  
3.  
4.  
5.  
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.
Is this error 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, causing 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. You must be able to justify why the error is a result of one and not the other.

·       If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·       If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

 
Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·       If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·       If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists L2 Development Theories/Theorists
□ Selinker’s Interlanguage theory □ McLaughlin’s Attention-Processing Model
□ Overgeneralization □ Bialystok’s Analysis/Automaticity Model
□ Natural Translation □ Swain’s Output Hypothesis
□ Codeswitching □ U-Shaped Learning/ Backsliding
□ Cummins’ Common Underlying proficiency  
Selecting two references connected to the theorist/theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:
 
Please list the two references here that you used above:
 

 

 

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

 

 

 

 

 

 
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Posted by on March 16, 2018 in academic writing, Academic Writing

 

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