How Advanced Is Advanced Is Advanced? Identifying the Top Five Errors in High-Level ESL Writing
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How Advanced Is Advanced Is Advanced? Identifying the Top Five Errors in High-Level ESL Writing

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This presentation was given by Robert Bushong and Florin Mihai at the Sunshine State TESOL 34th Annual Convention in Orlando on May 12, 2012. It was based on a study in which the presenters identified ...

This presentation was given by Robert Bushong and Florin Mihai at the Sunshine State TESOL 34th Annual Convention in Orlando on May 12, 2012. It was based on a study in which the presenters identified errors common among advanced level ESL writers at the intensive English program at the University of Central Florida.

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    How Advanced Is Advanced Is Advanced? Identifying the Top Five Errors in High-Level ESL Writing How Advanced Is Advanced Is Advanced? Identifying the Top Five Errors in High-Level ESL Writing Presentation Transcript

    • How Advanced Is Advanced? Identifying the Top Five Errors in High-Level ESL Writing Robert W. Bushong II ESL Instructor Center for Multilingual Multicultural Studies, UCF rwbushong@yahoo.com Dr. Florin Mihai Assistant Professor MATESOL Program, UCF Florin.Mihai@ucf.edu PowerPoint PresentationSunshine State TESOL 34th Annual Convention, Orlando May 12, 2012
    • Outline• Statement of the Problem• Research Question• Context & Study Design• Findings & Pedagogical Implications
    • What Is an Error?“Errors are morphological, syntactic, and lexical forms thatdeviate from rules of the target language, violating theexpectations of literate adult native speakers” (Ferris, 2011, p. 3).
    • Research QuestionWhat are the most frequent errors amongstudents enrolled in an advanced ESL writingcourse?
    • Context & Study Design• Center for Multilingual Multicultural Studies at UCF• 350–500 students enrolled• Four levels of proficiency• Majority Arabic L1• 26 participants• Two different sections of an advanced level writing course• One time writing• Error Inventory Instrument• Ten error types
    • Results• Fragments (6%)• Comma splices/run-on sentences (4%)• Subject/verb agreement (6%)• Tense (5%)• Wrong word choice (17%)• Word forms (14%)• Noun forms (13%)• Missing words/unnecessary words (16%)• Articles (13%)• Prepositions (7%)
    • Top Five Errors1. Word choice e.g., Good or bad, everyone has to take decisions.2. Missing word/unnecessary word e.g., Children need more (than) one time to learn. People then understand how does it feels.3. Word form e.g., Edison had never went to college.4. Noun form e.g., Experience is useful to get a new skill in their life.5. Article e.g., Many people have a useful knowledge.
    • Conclusions(1) Vocabulary is paramount.(2) Teach vocabulary explicitly.(3) Use word lists, such as the General Service List (West, 1953) & Academic Word List (Coxhead, 2000).(4) Encourage extensive narrow reading (using one genre or author for vocabulary repetition).(5) Raise awareness of cognates when possible.
    • Suggested ReadingsBushong, R. (2010). The academic word list reorganized for Spanish- speaking English language learners (Unpublished master’s thesis). University of Central Florida, Orlando.Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213–238.Ferris, D.R. (2011). Treatment of error in second language writing (2nd Ed.). Ann Arbor: University of Michigan Press.Folse, K.S. (2010). Is explicit vocabulary focus the reading teacher’s job? Reading in a Foreign Language, 22(1), 139–160.West, (1953). A general service list of English words. London: Longman, Green, and Co.