second presentation

1. The Role of Grammar Awareness in
Learning English Wh-Movement by
Chinese L2 Learners
Presenter: Gigi Tang
Instructor: Dr. Pi-Ying Teresa Hsu
Date: Dec. 29 , 2014
Presenter: Gigi Tang
Instructor: Dr. Pi-Ying Teresa Hsu
Date: Dec. 29 , 2014
1

2. Kun, H., & Sanooch.S.Na-T. (2013) . The
Role of Grammar Awareness in Learning
English Wh-Movement by Chinese L2
Learners. English Language and
Literature Studies, 3(3) 56-68
Citation
2

3. Content
Introduction
Methodology
Result
Discussion
Conclusion
Reflection
3

4. Introduction
Background
Statement of the Problem
Literature Review
Hypothesis & Questions
4

5. Background
First language acquisition device is
something innate as a genetic faculty.
People learn their first language as
they biologically and naturally grow
up.
Introduction
(Chomsky 1986)
5

6. Statement of the Problem
John told his wife when would he arrive at the
office.
(John told his wife when he would arrive at the
office.)
Why Sudan is so poor?
(Why is Sudan so poor?)
Grammaticality Judgment Test (GJT)
Introduction
6

7. Literature Review
“The process by which knowledge about the
rule governed complexities of the stimulus
environment is acquired independently of
conscious attempts to do so”.
Introduction
(Reber 1989)
7

8. Hypothesis & Questions
1. Are there any differences among Chinese L2
learners in detecting wh-movement errors
before and after grammar awareness-raising
model (GARM) based explanations on wh-
movement?
2. What are the grammatical errors made by L2
English learners concerning wh-movement?
Introduction
8

9. Methodology
Participants
Research Instruments
Research Procedures
9

10. Participants Methodology
10
10 native speakers,
control group (CG)
consisted of.
10 native speakers,
control group (CG)
consisted of.

11. Research Instruments Methodology
11

12. Research Procedures Methodology
figure out the
target
structures
12

13. Result
Quantitative Data
Qualitative Data
13

14. Quantitative Data
“Are there any differences among Chinese
second language learners in detecting wh-
movement errors before and after the
instruction based on the GARM?”
Result
14

15. Comparison Pretest among Groups
Between TG and NTG no significant
(t=0.672, p=0.503>0.05)
Result
15

16. Comparison Posttest among Groups
means :TG statistically different with
NTG (t=4.389, p=0.000<0.05)
Result
TG improved grammaticality of the wh-
moment, NTG remained steady.
16

17. Comparison Pretest and Posttest
within Groups
TG exhibited significant
(t=2.55, sig.=0.015<0.05)
Result
NTG no significant
(t=1.77, sig.=0.085>0.05).
17

18. Qualitative Data
“What are the grammatical errors made by L2
English learners concerning wh-movement before
and after GARM based explanations on wh-
movement?”
Result
18

19. Type of errors in GJT
Type of
errors
Meaning Examples& explanations
No
movement
forward
The
subjects
didn’t front
the auxiliary
or the tense
indicator to
form a direct
wh-
question.
*To whom John gave a glass of
water? (√)
The subject believed that this wh-
question was correct. But actually he
needed to front the INFL-past to be
after the wh-word. This sentence
should be marked with “×” and
corrected into “To whom did John
give a glass of water?
Result
19

20. Frequency of GJT Errors in
Pretest
Result
20

21. Frequency of GJT Errors in
Posttest
21

22. Discussion
Research Question 1
1.Comparison Pretest among Groups
2.Comparison Posttest among Groups
3.Comparison Pretest and Posttest within Groups
22

23. Research Question 1
“Are there any differences among Chinese
L2 learners in detecting wh-movement
errors before and after grammar awareness-
raising model (GARM) based explanations
on wh-movement”
Discussion
23

24. Comparison Pretest among Groups
*Why Africa is so poor?
Weishenme feizhou shi ruci pinqiong?
Discussion
62.5% TG ,50% NTG ,not notice auxiliary
verb should be after the wh-word “why”.
24

25. Comparison Posttest among Groups
The first aspect is concerned with the input
that the subjects receive.
Discussion
Secondly, the forms of the feedbacks
differentiated the accuracy of the judgment
of the wh-movement of the TG.
25

26. Comparison Pretest and Posttest within
Groups
TG :yes
NTG: no
Pretest and posttest were significantly
different between TG & NTG .
Discussion
26

27. Discussion
Research Question 2
1.Frequency of Errors in Pretest
2.Frequency of Errors in Posttest
27

28. Research Question 2
“What are the grammatical errors made by
L2 English learners concerning wh-
movement before and after GARM based
explanations on wh-movement?”
Discussion
28

29. Frequency of Errors in Pretest
16 out of 40 subjects from the TG
18 out of 40 subjects from the NTG
Discussion
*The tiger searched everywhere in
order to find out where had the rabbit
gone.
The tiger searched everywhere in order
to find out where the rabbit had gone.
29

30. Frequency of Errors in Posttest
6 out of 40 from the TG
18 out of 40 from the NTG
Discussion
*How soon he is about to become the
king?
How soon is he about to become the king?
30

31. Conclusion
31

32. Reflection
32

33. Thanks for listening 33