Language comparision

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Language comparision

  1. 1. Language Comparisons Kerri Donahue Wilkes University Spring 2012
  2. 2. Key Features of L1Spanish language is pronounced phonetically Informal and formal ways to address people Different words may mean the same thing but are used in different contexts, for example ‘ser’ and ‘estar’ Inflections are used for nouns, verbs, and even adjectives which indicate the gender and number The vowels in Spanish use an accent mark, for example ‘á’. Sentences are punctuated by placing an upside-down punctuation mark at the beginning of the sentence to show an exclamation or a question
  3. 3. Compare and Contrast withEnglish Structure share related vocabulary originate from Latin and Arabic each have subjects and verbs in their sentences Both have definite articles In Spanish, the article changes depending on whether it is masculine or feminine and singular or plural English uses an apostrophe ‘s’ to show ownership (not Spanish) In Spanish all the infinitives have special endings Spanish does not have long or short vowel sounds
  4. 4. Inter-language Developmentof Case study Student: Lily Diagnosis of a learning disability Falls into the WIDA Can Do Descriptors for grades 9-12- Developing Most of the errors Lily* makes involve leaving out inflections Lily also makes the error of leaving off the ‘s’ when showing possession and for plurals
  5. 5. Data Collection InsightsReading/Speaking: Most errors in the category of omissions Lily* omits the [‘s]. 1. One possible reason for this is that Spanish does not show ownership withapostrophes. 2. It is also very common in Puerto Rican colloquial Spanish to drop the [s] at theend of words. Sometimes entire word endings are cut out altogether or are blendedinto one.o Inflection errors, forgetting [ed], [ing], and [er]. -Probably because in Spanish the present tense is frequently used English has more vowel sounds then Spanish has and Lily tends to pronounce many words incorrectlyWriting: In Spanish there is more of a phonetic system of spelling, and Lily often spells things as she thinks they sound
  6. 6. Instructional Implications Lessons need to be explicitly taught Expose Lily to a vast variety of reading, writing, and conversational activities Teach Lily* these endings and to help her practice them
  7. 7. References Elorrieta, J. (2006). Holt Spanish !expresate! grammar tutor for students of Spanish: Level 1, 2 and 3. Orlando, FL: Holt McDougal. Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics what you need to know to teach (pp. 2-48). Portsmouth, NH: Heinemann. Liệu, T., Khảo, &., & Luận, &. (2010, March 31). (2010, March 31). Mother-Tongue interference in Spanish-Speaking English language learners’ interlanguage. Retrieved March 8, 2012, from Texas Woman’s University website: http://www.viethoc.com/Ti- Liu/bien-khao/khao-luan/mother-tongueinterferenceinspanish- speakingenglishlanguagelearners Rubba, J. (2011, October 6). English phonology. In Phonology, phonics, and English spelling. Retrieved March 8, 2012, from Cal Poly State University website: http://cla.calpoly.edu/~jrubba/phon/phon.spel.html Shoebottom, P. (2012). The differences between English and Spanish. Retrieved March 12, 2012, from Frankfurt International School website: http://esl.fis.edu/grammar/langdiff/spanish.htm Spanish language facts. (n.d.). Retrieved March 8, 2012, from www.language- capitals.com website: http://www.language-capitals.com/spanish_facts.php WIDA’s can do descriptors [Grades 9-12 CAN DO Descriptors ]. (2011). Retrieved March 8, 2012, from The Board of Regents of the University of Wisconsin System website: http://www.wida.us/standards/CAN_DOs/

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