Your SlideShare is downloading. ×
Language Learner Profile
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Language Learner Profile

1,743

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
1,743
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Assignment 1 Professional Development Diego Ulloa IglesiasEnglish Methodology (DID0412-1) Mss. Correa December 22nd, 2011
  • 2. Language Learner Profile | 1English BackgroundThe interviewed lived in Ecuador for a few time but he’s currently living in Concepciónwith his mother and his two brothers. When Juan was in Secondary school, he failed thesame course twice and he’s currently studying Public Relations at Virginio Gómez Institute.He attributes his English level mainly to his passion for watching films and also forlistening to music most of the time. He believes this is one of many ways to learn Englishor other languages; you’re interested in a specific song and you have to comprehend it bylooking for the meaning of every single word or phrases in times that are contained in thatparticular song. He also believes that, when a person is talking to him in English, he canunderstand the general idea by picking some words he already knows and linking themwith the new ones he do not know but are similar to some Spanish words (what we knowas “cognates”). The only problem with his spoken English is that he cannot reproduce along fluent answer, but short paused ones.
  • 3. Language Learner Profile | 2InterviewInterviewer: DInterviewee: JD: First of all, I’d like to know your name.J: My name is Juan Diego PinosD: How old are you?J: I’m twenty three years oldD: Where are you from?J: I’m from Chile.D: But the city?J: My city is Concepción.D: Concepción... Are you still living in Concepcion?J: Yep.D: What thing do you like most about your country? Why?J: Uhmm, the party and people… how the people have fun... and this.D: How would you define your relationship with your parents?J: It’s pretty good.
  • 4. Language Learner Profile | 3D: Do you get along with both of them?J: Yep.D: What subject did you dislike when you were in Elementary School?J: Math, I hate.D: What kind of game did you use to play when you were a 6-year-old boy?L: Basketball.D: Where did you go on holiday last year?J: Ecuador… to Ecuador.D: Have you ever visited another country?J: Yep. Ecuador.D: How was that experience?J: It’s amazing; it’s a really beautiful country.D: Well, about your future… what do you think you will be doing in 10 years?J: Working in a huge magazine like public relation… no sé, and this.D: I know you’re working at Telepizza, right? So, will you have to work tomorrow?J: Yep.D: What time will you have to get there?J: Three o’clock.
  • 5. Language Learner Profile | 4D: Finally I’d like to thank you for your time. Also, thanks for answering all of myquestions. I know it could have been something odd to you but, you know, you have tobreak the ice with those situations which make you feel kind of nervous. So thanks again.J: Ok. It’s ok (laugh).
  • 6. Language Learner Profile | 5TranscriptionYep. Ecuador.It’s amazing; it’s a really beautiful country.Working in a huge magazine like public relation… no sé, and this.
  • 7. Language Learner Profile | 6AnalysisOmission of the personal pronounsHe tended to omit all the personal pronouns in the subject and object pronouns in thepredicate, such as “I” in the first case and “It” in the second one, like it is exemplified inthe following sentences: - “Ecuador… to Ecuador” instead of “I went to Ecuador” - “Math, I hate” instead of “Math, I hate(d) it”This omission is usually used by Spanish speakers because in that language can be used. Itis one of the consequences of the influence that native language has in the process oflearning a second language.Incorrect use of tenseIn concordance with the previous point, there is another which has to do with tenseproblem. The interview included at least 3 types of questions in terms of time (simple pasttense, simple present tense and future continuous tense) which one of them wasanswered incorrectly exemplified in the following sentence: - “It’s amazing” instead of “It was amazing”.First, he was asked to answer the question about the experience, not about the country inquestion, so he should have answered in the tense the question was asked (past).
  • 8. Language Learner Profile | 7Incorrect pronunciationIn general, my interviewee speaks English rather well in terms of pronunciation (goodcontrol over consonant and vowel sounds) and vocabulary management. However, therewere few exceptions which will be analyzed in the lines below:He pronounces the “th” of “three” as the common Spanish sound “t”, and the vowel “ee”of the same word is pronounced as the common Spanish sound “i”. - “three o’clock” θriː v/s tri (English) | (Learner Pronunciation)The sound of the English consonant “th” was pronounced by the interviewee as if it werethe common sound of the Spanish consonant “t”. This is a common mistake made bymany Spanish native speakers: this due to Spanish influence in the process of learninganother language (English in this case). According to Gorman, “as a result, an Englishlanguage learner may pronounce the words ‘think’ as ‘tink’ and ‘cloth’ as ‘clot’” (p10). So,the sound which should sound like an English voiceless dental fricative consonant ratherthan voiceless alveolar plosive instead. And the same problem is seen in the English vowel“ee” which should have been pronounced as “i:” instead of “i”.
  • 9. Language Learner Profile | 8Lesson Plan:PreparationThe teacher introduces the class to the student in question by telling him he wants tointerview some foreign people to know what they think about current facts that haveoccurred in Chile so far.Teacher encourages him to give some examples of questions he could ask those foreignpeople as much as possible.PresentationThe teacher shows the student a video where different people is been interviewed andalso gives some clues to guess what every interview is about. The participation of thestudent here is to analyze which of them are more appropriate for interviewing the sortof people whom he’ll might to interview. Then, in order to check student understood, theteacher will show some cards which contain diverse key words in order to form complete,coherent questions for the requested interview (the student will only have to put the keywords in the right order).
  • 10. Language Learner Profile | 9PracticeWithout writing anything, the student will have to repeat the teacher’s questions as if hewere asking a foreigner, keeping in mind the main aim of the interview by using thestructure of the questions, the key words he has to include and the intonation everyquestions needs. The teacher will be monitoring the repetition of the questions he willhave in order to correct possible mistakes in terms of phonology, syntax and spelling.Self-EvaluationIn order to improve student’s awareness on the learning English language process, he willbe asked to give his opinion about on what this could contribute to his career and also tohis future as a professional.ExpansionThe teacher asks the student to prepare a short interview which should include some keywords learnt during the lesson without repeating the same information asked in class. Hewill be asked to look for another ways to ask people’s opinions about current facts.
  • 11. Language Learner Profile | 10Future NeedsThe interviewee in question should take advantage of his English knowledge in terms ofvocabulary. He knows lots of English words but, at the moment of reproducing thosewords, he does not know how to use them. According to Brown, one of the aims oflearning English is to learn to be competent; this can only be reached by communicating inthe language in question. That is to say, he should dare to speak in English morefrequently in order to expand the development of his ability to learn other languages.Following the same line, and considering Juan has to be a communicator with criticalthinking above all, he has to be trained in the way that he has the elementarycompetences to communicate properly with others. In this case, something which couldcontribute to his career would be the creation of a monthly magazine where interviewswould take prominent part in it; this way he would develop deeper almost all the skills bycovering all the linguistic systems’ needs at the same level. Also, in a training project todevelop monitoring and self-evaluation strategies, Wenden (1987) reports that providingstudents with a checklist of criteria to self-evaluate their oral production resulted insuccessful use of self-evaluation as a learning strategy. This training project and otherinvestigations have probed that by training language learners to use some languagelearning strategies possibly have a positive effect on the learning process in question.
  • 12. Language Learner Profile | 11Finally, in order to get a better feedback about what he has done, the interviewee shouldresort to Cooperation, in which by working together with another person to solve a poolinformation (considering he is involved in a magazine project) he—and also his partner,would reach an increased level of English due to that process of cooperating and enrichingtheir knowledge each other.
  • 13. Language Learner Profile | 12References Brown, H. D. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regent, 1994, n.p 36. Chamot, Anna & Küpper, L. Learning Strategies in Foreign Language Instruction, 1989 n.p 247. Gorman, Brenda K. Spanish-influenced English; Typical phonological patterns in the English language learner, 2004, n.p 10.

×