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Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
Language learner profile
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Language learner profile

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  • 1. ‘’Language Learner Profile’’ By: Tania Contreras Novoa. Katherine Jofre Novoa. Teacher: Iris Roa. Course: Learning and Acquisition of English as a Foreign Language.
  • 2. Table of contents Learner’s background........................................................................................... 3 Interview................................................................................................................. 4 Phonetic transcription .......................................................................................... 5 Identification of Linguistic needs ........................................................................ 6 1.1. General analysis ........................................................................................ 6 1.2. Phonetics ................................................................................................... 6 Final‘s’............................................................................................................... 6 Influence of spelling on pronunciation............................................................... 7 1.3. Grammar.................................................................................................... 8 Proposal............................................................................................................... 10 Conclusion........................................................................................................... 11 References........................................................................................................... 12
  • 3. Language Learner Profile 3 Learner’s background The learner’s name is Javiera Olivares, who is a first year student of English pedagogy at the UCSC. She is nineteen years old and she lives with her father and her sister in Talcahuano. When she was asking about her future she mentioned that after this major she would like to study a master degree at the UCSC, because she wants to continue improving her level of proficiency in the language. Moreover, she does not show only an interest for the English itself, because she also enjoy to teach. She wants to be a good professional and she really likes the pedagogical part of her career. Besides, Javiera mentioned that her interests are related to listen to music, to sing and to play piano. English studies Javiera Olivares studied during her entirely primary education at a private school subsidized by the government called Inmaculada Concepción School. Besides, she mentioned that in her school she had the opportunity to learn a lot and to practice English most of the time during her English lessons, because her school very good teachers of English. Furthermore, when she was eleven years old she decided to study English at Britain Institute during three years; however she did not finish it. During that year she realizes that she was good at English; thus, when she was sixteen years old she studied at North American Institute during two years and she obtained her first English certificate with distinction. As a result she started to study English pedagogy and she really enjoys her career. She also appreciates the good level of English that her teachers have. Finally, Javiera is a brilliant student who wants to develop her English skills and after this major she wants to do a master degree and she wish to travel to another country.
  • 4. Language Learner Profile 4 Interview T: interviewer S: interviewee 1. T: Why are you studying English Pedagogy? 2. S: I’m studying this career because I think I have the talent and aptitude for 3. this career because I like teach to kids or any person who needs study 4. English and I think is very important to everyone 5. T: When and why did you decide to study English? 6. S: I decide study this career the last year like in August because I came here to 7. this university and I like very much the major of this career and I think is very 8. cool and important study English. 9. T: Which is the most difficult skill for you to develop? Why? 10. S: The most difficult to me is writing because of the grammar part. I need to study more 11. emphasize more than the grammar and that I think is the most difficult part for me. 12. T: Why did you decide to study in this university? 13. S: I decided study here because it have a lot of technology and the people are very 14. nice and the teachers are very professionals. 15. T: What do you expect from this major? 16. S: I expect to this major have the object the clear I hope that all the objectives make 17. the good 18. T: Do you feel comfortable with the number of students in your English classes 19. or you feel that they have to be more personalized? Explain why 20. S: I think is ok because we are three section and is very personal we have a English 21. a Teacher of Britain and is very personal we have a class with her we are three 22. persons with her and we can speak English all the time and in the class is very 23. personalize too with the teacher and with the classmate too. 24. T: Do you want to make a change in Chilean Education? What kind of change? 25. S: The quality and the quality of the education are bad and I think that is going to 26. change soon I hope and we need a lot of recourse in the classrooms in the schools 27. for study English specify and more teachers of calid of qualit and the excellence it have 28. to be better. 29. T: What is your opinion in relation with the technological resources for studying 30. English in this University? Are they enough for you? 31. S: Yes, I think is ok everything the labs for example or the project too the projectors are 32. very cool and the teacher uses them a lot and I think that is a good opportunity for us.
  • 5. Language Learner Profile 5 Phonetic transcription Text selected We are three section and is very personal we have a English a Teacher of Britain she is Britain and is very personal we have a class with her we are three persons with her and we can speak English all the time and in the class is very personalize too with the teacher and with the classmate too. /wiː ɑː(r) θriːˈsekʃns ənd ɪz ˈveri ˈpɜːsənəl wi həv ə ˈɪŋɡlɪʃ ə ˈtiːtʃə(r) əv ˈbrɪtn ʃi ɪz ˈbrɪtn ənd ɪz ˈveri ˈpɜːsənl wiː həv ə klɑːs wɪð hə(r) ənd wiː kən spiːk ˈɪŋɡlɪʃ ɔːl ðə taɪm ənd ɪn ðə klɑːs ɪz ˈveri ˈpɜːsənəlaɪz tuː wɪð ðə ˈtiːtʃə(r) ənd wɪð ðə ˈklɑːsmeɪt tuː/
  • 6. Language Learner Profile 6 Identification of Linguistic needs 1.1. General analysis During the interview Javiera presented several problems regarding to pronunciation and grammar, due to the fact that the learner tends to have an interference with her native language. 1.2. Phonetics The learner has phonological problems related to final‘s’, and the influence of spelling on pronunciation. Final‘s’ The learner tended to omit the final‘s’ in some words, this situation occurs because of the interference of Spanish language in her pronunciation, due to the fact that Chilean speakers tend to omit or ignore the final's'. This interference can be appreciate in line 20 with the word 'sections' and in line 23 with the word 'classmates' from the interview. Word RP Student Sections /ˈsekʃns/ /ˈsekʃn/ Word RP Student Classmates /ˈklɑːsmeɪts/ /klɑsmeɪt/ Javiera should have said: /ˈsekʃns/ and /ˈklɑːsmeɪts/, however due to the Spanish influence she omits the final‘s’ and she tends to speak with a singular form.
  • 7. Language Learner Profile 7 Influence of spelling on pronunciation Spanish speakers have to read letter by letter in order to pronounce a complete word; thus, spelling and pronunciation are closely related (Swan & Smith, 2001). For that reason Javiera pronounces the word 'Britain' as if she was reading word by word, and pronounced the word 'personalize' with the same articulation as in Spanish language, due to the fact that she follows the pattern used in Spanish; where pronunciation is exactly the same than in the written form of the language. These situations are audible from the interview in line 21 with the word ‘Britain’, and in line 23 with the word ‘personalize’ from the interview. Word RP Student Britain /ˈbrɪtn/ /brɪtaɪn/ According to this explanation, Javiera should have pronounced /ˈbrɪtn/ instead of pronounce the word in its written form /brɪtaɪn/. Besides, the word ‘personalize’ was pronounced as /personalaɪs/ instead of /ˈpɜːsənəlaɪz/. Word RP Student Personalize /ˈpɜːsənəlaɪz/ /personalaɪs/
  • 8. Language Learner Profile 8 1.3. Grammar The piece of writing presented very common grammatical problems. They are related to the omission of the ing, when the interviewee uses the present continue, the omission of the article “the” when she is talking about specific issues. Moreover, she also omits the infinitive article “to”, in order to construct infinitive forms. On the other hand, she also made an important mistake which is the omission of the subject in a sentence. Text selected Why are you studying English Pedagogy? (line 1) I’m study this career, because I think I have the talent and aptitude for this career because I like teach to kids or any person who needs study English and I think is very important to everyone. Javiera should have said: I’m studying this career, because I think I have the talent and the aptitude for this career, because I like to teach to kids or any person who needs to study English and I think that to learn English is very important to everyone. Omission of the” ing” in the present continuous tense. The present continuous tense requires to add the “ing” at the end of the verb, in order to construct the tense in the right way. Omission of the article “the”. When someone talks about one specific issue the “the” article has to be used. In this case, she is referring to a specific aptitude, which is the aptitude to learn English.
  • 9. Language Learner Profile 9 Omission of the infinitive particle “to” in the infinitive forms In this case she has to use the infinitive form and she has to add the infinitive particle “to”, in order to construct the infinitive form. In this case, she is using those sentences to express purpose. She is trying to explain why she is studying English pedagogy. Therefore, she must say “because I like to teach to kids or any person who needs to study English”. Omission of the subject. In the English language all sentences have to follow the subject+verb+complement basic pattern; thus, the subject cannot be omitted. In this case, she said “I think is very important to everyone”, but she forgot to put the subject in this sentence; thus, if we read this sentence in isolation we do not know what is important to everyone. Consequently, we have to add the subject in this sentence and we suggest inserting a noun phrase in this sentence. The sentence would be “I think that to learn English is very important to everyone”. Text selected Why did you decide to study in this university? (Line 12) I decided study here because it have a lot of technology and the people are very nice and the teachers are very professionals. Javiera should have said I decided study here because it has a lot of technology and the people are very nice and the teachers are very professionals. Misused of the verb “have” When the verb “have” is used after a pronoun we have to pay attention to what type of pronoun it is, because if we are talking about a third person (he/she/it) we have to change it and put “has”, instead of have.
  • 10. Language Learner Profile 10 Proposal The recommendations proposed toward this student are related to pronunciation and grammar. First of all, the interviewee has some problems related to vocabulary and pronunciation, because of the negative interference of her native language. For that reason, it is necessary to employ strategies in order to solve this problem, because the learner needs to improve her accuracy, which includes the correct use of grammar and pronunciation. Regarding to this, the teacher should encourage the student to speak during the class, because is the best way to correct errors in order to improve and avoid the process of fossilization, because the interviewee mentioned that she always pronounces the word Britain as /britain/ because she had never had a teacher that corrected that mistake. Related to the improvement of her grammar, we could said that as Brown (2001) suggests the teacher should embed grammatical techniques into her general language course, because the student should understand the use of the grammatical structures and acquire them. However, we also recommend that in the future the student should take a separate grammar course, because she is going to be a teacher of English. Therefore, this grammar course is going to be very useful to her, because as future teacher she must know how the use grammar appropriately and she must know the order of acquisition of certain structures, in order to teach them later.
  • 11. Language Learner Profile 11 Conclusion The present assignment contemplated a deep analysis about the productive skill of a second language learner, and exhibits some phonological and grammatical problems that an English language student has in order to give a possible solution. Furthermore, this language learner profile was an interesting task that provided us the opportunity to identify the weakness and needs of the learner, who studies in our same institution. Moreover, what called our attention were the elementary mistakes that this student made, because she has been taken excellent English courses during more than five years. She has a very good level of proficiency in the language and she speaks very fluently. Notwithstanding, she made very basic mistakes what in our opinion is due to the fact that most of her learning was focused on fluency more than accuracy; thus, we could said that probably her teacher never corrected her grammatical mistakes, because she/he was more concerned about their students speech production rather than their correct use of grammatical structures. Finally, it can be concluded that the L1 interference plays an important role in the acquisition of the L2, due to the fact that most students do not learn pronunciation in a formal way and do not receive any strategy training. This indicates that the students are dependent on the teacher and that formal classroom practice is not enough to acquire and to learn pronunciation appropriately.
  • 12. Language Learner Profile 12 References Brown, H. D. (2001). Retrieved Junio 14, 2014, from http://let590.files.wordpress.com/2013/01/teaching-by-principles-douglas- brown.pdf Swan, M., & Smith, B. (2001). Learner English: a teacher's guide to interference and other problems. Cambridge: University Press.

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