Interlanguage Project

INTRO

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” –Anthony Robbins

Recognize errors

Trace errors

INTRO

Learning style

Personality type

Motivation

Experience and exposure to L2

First language influences

Cultural influences

PROCEDURES1. Participants fill out Student Information Survey

2. Participants also complete Perceptual Learning Style Preference Questionnaire and simplified MBTI

3. Participants watch a 3 minute claymation video of Pingu and the Band (YouTube) twice

4. Participants retell the story in their own words, and are given leading questions when necessary (recorded)

5. Participants, again, retell the story in their own words, but are not given leading questions (recorded & transcribed)

4. Follow-up interviews are conducted to retrieve more oral samples (recorded & transcribed)

5. Errors & interlanguage stages are analyzed

pINGU AND THE bAND

Claire20-year-old FemaleAge & Gender

South KoreaNationality

Level 3ELI Level

Public administrationMajor in Home Country

9 YearsStudy Duration

7 MonthsStudy English in USA

Randy24-year-old MaleAge & Gender

ChinaNationality

Level 3ELI Level

SportsMajor in Home Country

6 YearsStudy Duration

15 MonthsStudy English in USA

ClaireExtrovert Intuition Feeling Judging

Personality

Tactile(40) Kinesthetic(40)Major Learning Style Preference

Audio-lingual: “I like to repeat and memorize dialogues to form habits”

Preferred Teaching Style

hReading books, magazines, internet articlesELI homework

Study Habits

2-3 hoursLength of Time for Formal Study

30 minutes to 1 hour speaking outside of class

Length of Time for Informal Study

Pronunciation/ SpeakingSelf Assessed Difficulties

Ask teacher (in or after class)Method of Correction

RandyIntrovert Sensing Feeling Perceiving

Personality

Group(42) Tactile(40) Kinesthetic(38)

Major Learning Style Preference

Communicative:“I like learning by communicatingand understanding, using real life situations“(role play & information gap)

Community Language Learning: “I like learning by doing or experiencing“ (going to the store, discussing things with American friends)

Preferred Teaching Style

2-3 hoursLength of Time for Formal Study

1-2 hoursLength of Time for Informal Study

Pronunciation/ Speaking WritingSelf Assessed Difficulties

Ask teacherAsk conversation partner

Method of Correction

Watching movies, Listening to English music, Chatting with American friends...

Study Habits

InterferenceExample Explanation

L3, 4, 9, 10, 13, And…L8, 14, 21, 28 So…L2, 15, 29 But…

L3, 4, 9, 10, 21, 28, 2, 15, 29… interference from L1because in Korean speech connector words are used to continue the story; definite structural stop is not needed

Overdifferentiation: a new item entirely bearing little if any similarity to the native language item must be learned; there are no articles in Korean

L18, 22 older brotherL12, 13, 15, 22 grandfather

penguin

L18, 22, 12, 13, 15, 22 Korean culture familial names used for those outside the family, and special respect paid to those who are older (“grandfather” may be “ah-jo-shee”

Underdifferentiation: an item in the native language is absent in the target language; consider term with application to cultural mindset of communal vs individual thought

Error Analysis - Claire

OvergeneralizationExample Explanation

L17 some iceL10 some placeL11 some personL25 some movie

L 10,11,17,25 Overgeneralization using “some” (possibly interference from fist language translation)

L2 playL4, 9 rebukeL12, 17 lookL16 playL21 wantsL26 show

L2,4,9,12,17,16,21,26 Wrong tense

CommunicationExample Explanation

L3 beating every cookL12 look like grandfatherL20 too short to get there

L3, L20 Incorrect vocabulary, but still communicates meaning i.e. circumlocution

Appeal to authority: Learners may, if stuck for a word or phrase directly ask for the form; rise in intonation may be a result of this compensatory strategy

L14 so… uh… I think they…

L14 Filler word ; communication gap trying to think of a wordL14 Filler word ; communication gap trying to think of a word

L2, 8, 12, 19, 20, 23, 26 making sounds

L2, 8, 12, 19, 20, 23, 26 circumlocution used for lack of vocabulary (instead of making music/noise)

L2 Making sounds? Using the spoon?L6 …every play?L18 But the older brother penguin?

L2, 6, 18 Question intonation used for statements

SimplificationExample Explanation

L1 the two brother

L1 Omission of the plural marker

Induced Errors

L1 I am not sure if he or she

L1 “I am not sure if…” may be a learned chunk; the rest of the sentence isn’t properly executed

Teacher-induced errors (or native speakers’ insufficient explanation)

L8 Make fun of … the… making the noise

L8 “Make fun of” may be a learned chunk; self-corrected

Material-induced errors

Exercise-based induced errors

L4 Rebuke themL9 They got rebuke from them

L4, 9 Most likely learned from bible study Look-up errors

InterferenceExample Explanation

L12 probremL13 crimb the… box

L12,13 Mixes up the r/l sounds (combination sound in native language)

Reinterpretation: an item that exists in the native language is given new shape or distribution

L2, 4, zer (instead of their/there’re)L3, 5, 7, 9, 12 zey (instead of they)

L2,4, 3, 5, 7, 9, 12 Mixes up the z/th sounds (no “th” in native language)

Interlingual transfer from the native language or interference

Error Analysis - Randy

OvergeneralizationExample Explanation

L12 Play together but zey has probrem a small pingu?

L12 Change in sentence structure

L4 They hit everything at their home

L4 Overgeneralization due to lack of vocabulary knowledge

L4, 8, 10 too noise L7 still noise

L4, 8, 10, 7 Noise instead of “noisy”

L4 thinkL5 movedL7 moveL9 movedL13 heop (help)

L4, 5, 7, 9, 13 Wrong/inconsistent tense

CommunicationExample Explanation

L5 hit, hit, hit something…L7 Zey move, move, next place, keep going, play…L12 hit the high ice

L5, 7, 12 Incorrect vocabulary, but still communicates meaning i.e. circumlocution

L3, 5, 7, 9, 14 “…” L3, 5, 7, 9, 14 Communication gap trying to think of a word

SimplificationL12 Play together. L12 Omission of nounL14 Look like a band.L15 Play not bad music.

L14, 15 Omission of subject

L45 I’m not interested in.

L45 I am not interested in (???)

Induced ErrorsExample Explanation

L2 There are two pingus

L2 Student was informed of the title of the series—Pingu—and made the assumption that penguins are “pingus”

Teacher-induced errors (or native speakers’ insufficient explanation)

Material-induced errors

Exercise-based induced errors

L15 Play not bad music

L15 “not bad” is used as a chunk incorrectly placed Look-up errors

CLAIRE’S INTERLANGUAGE ANALYSISLevel 3-4 systematic/

post systematic stageDevelopmental Stage L6, 8, 11, 13, 31, 33, 41, 51, 58, 64

Transitioning from stage 4 to 5Question Formation L79, 80, 81

Stage 4Negation Stage L1, 7, 10 ,17, 25, 40, 55, 65, 66, 68, 69, 70, 73, 75, 78

Grammatical morphemes

Grammatical morphemesL 2, 4,12, 21, 33, 70Plural –s

L 5, 6, 8, 11, 12, 13, 15, 21, 30, 40, 44, 47, 49, 53, 54, 58, 61, 62, 64, 77, 82

Irregular past forms

L 16Possessive ‘sL 1, 7, 12, 17, 24, 26, 28, 37, 38, 41, 47, 49, 62, 79, 80Copula

L 1, 2, 8, 13,17, 18, 20, 21, 26, 31, 33, 35, 38, 40, 42, 43, 44, 46, 50, 51, 52, 53, 55, 72, 74, 75, 78, 80, 81, 82

Articles the and a

Regular past –ed L 5, 19, 23, 24, 31, 32, 33, 44, 48, 55, 56, 58, 68, 72, 73, 74

Third person singular simple present –s L 20

L 12, 14, 63, Auxiliary be

Possessive determiners: Stage 4-Error-free use of ‘his’ and ‘her’ in all contexts including natural gender and body part.

L 4, 21, 24,

L 50Subject

Relative clauses

L 50object of preposition L 4, 5, 6, 8, 9, 11, 13, 15, 19, 21, 26, 29, 30, 41, 43, 45, 46, 49,51, 62, 68, 76, 80,

Reference to past: stage 3: past tense forms of irregular verbs may be used before the regular past is used reliably.

RANDY’S INTERLANGUAGE ANALYSIS

Level 2 Emergent stageDevelopmental Stage L 3, 5, 6, 7, 10, 14, 15, 16, 21

Stage 3Question Formation L 42, 43, 44, 46

Stage 4Negation Stage L 11, 13, 24, 26, 28, 29, 30, 45, 47

Grammatical morphemes

L2, 17, 19Plural –s

Irregular past forms

Possessive ‘s

Copula

Articles the and a

Regular past –ed

Third person singular simple present -s

Auxiliary be

L20

L13,14,15, 29

L8,45,47

L6, 8,12,14,38

SIMILARITIES

Similarities with Claire and Randy

Attend ELI level 3

Find The most difficult part of learning English is

pronunciation and speaking.

Study English 2 - 3 hours a day

Study ELI homework after class

Seek help from teacher when confusion occurs

Similarities with and

Exemplify negation Stage 4

Use grammatical morphemes

plural

article

regular past – ed

auxiliary be

DIFFERENCES

Randy Claire

Differences with and

Gender Male Female

Age 24 20

Nationality China Korea

L2 language EnglishEnglish, Chinese, and Japanese

Have studied English

6 years 9 years

Have been in the USA

15 months 8 months

Major in their country

Physical education Public administration

Reason of studying English

To learn new languageTo get a better jobNeed to pass a test 

Activities for studying English

Watch movies, listen to music, chat with Americans

Read books, magazines, internet articles.

Time for using English outside

1- 2 hours 30 mins -1 hour

Preferred Teaching Method

Communicative and Community language learning

Audio-lingual

MBTI test ISFP ENFJ

Primary learning Style

Group, Tactile, Kinesthetic

Tactile, Kinesthetic

Developmental Stage

2 Emergent Stage3 – 4 Systematic /

Postsystematic Stage

Question formation

3 4 - 5

Grammatical morphemes

Irregular past form 0 Developed

copula 0 Developed

3rd person singular

0 Developed

Relative clauses 0Subject /Object of

preposition

Suggestions for

Explain grammatical English sentence structure with ample use of examples

Lead student to produce simple sentences (as appose to long run on sentences)

Introduce other conjunctions ( because, since, so that, unless, as, as if, as long as, as much as, as soon as, in case, in order that, only if, etc.)

Introduce and encourage differentiation in sentence structure

Raise their awareness of using these connect words and help them make correct and completed sentences.

Excessive use of: and, so, but

Suggestions for

Consider the native cultural influences on L2

Clarify cultural differences with a lessons about American cultural norms while acknowledging the influence of the native language (Asain culture tends to use familial names to draw others closer while American culture does not)

Explore and explain the difference between Asian collectivism and American individualism in order to address possible future misunderstandings or feelings of disrespect

Use of familial names

Suggestions for

Introduce more frequently used quantifier with sufficient

examples

Explain appropriate situation for different kinds of

quantifiers, providing many examples

Encourage use of varried quantifiers

Overuse of "some" as quantifier

Suggestions for

Suggest less dependence on electronic dictionary

Encourage more time spent on daily/frequently used vocabulary

Suggest and explain strategy and implementation of "word grouping" in order to memorize vocabulary

Suggest and explain strategy and implementation of "mind mapping" specific tops that may be unfamilure

Provide and suggest oppertunities to partake in real life situations in order to study daily vocabulary

Circumlocution

Suggestions for

Suggest that more attention is paid to the use of filler words, especially in academic settings

Encourage more time spent on daily/frequently used vocabulary (familiarity breeds confidence and corrects hesitation)

Suggest learning strategies

Suggest and explain the metacognitive strategy of delayed production:cautially deciding to postpone speaking in order to learn initially through listening comprehension

Use of filler words: umm, uhh

Suggestions for

Suggest slower speach in order to process what is being

said, before saying it

Show and explain examples of third person forms and

tenses

Suggest new habit of using the third person form and

tenses more cautiously

Simplification of third person form and tenses

Suggestions for

Provide a self recording/listening session to raise

awareness of rising intonation

Reccognize the possible reasoning of question intonation

as appealing to authority (compensatory strategy)

Provide oppertunities for practice and demonstration

Provide a second self recording/listening session to

asses improvements made or areas of improvement

Excessive use of rising intonation

Suggestions for

Introduce five primary sentence patterns in the class with

abundant examples

Encourage practice of simple and complete sentences

according to these patterns

Suggest memorizing short paragraphs or sentences

within topics of personal interest

Use of incorrect sentence structure

Suggestions for

Suggest less dependence on electronic dictionaryEncourage more time spent on daily/frequently used vocabularySuggest and explain strategy and implementation of "word grouping" in order to memorize vocabularySuggest and explain strategy and implementation of "mind mapping" specific tops that may be unfamilure Provide and suggest oppertunities to partake in real life situations in order to study daily vocabularyProvide oppertunities for role play to create and active environment which speaks to group and kinesthetic learning styleProvide oppertunity for native conversation partner pairing in order to practice oral production of L2 (perhaps with a common interest such as basketball)

Circumlocution

Suggestions for

Present word forms of frequently use vocabulary.

Create a noun/verb/adjective chart to be distributed and

studied

noise ][ noisy

cheek ][ cheeky

nose ][ nosey

For example, their noun, adjective, and verb form so that

he would be familiar with correct forms and be able to

produce them properly.

Incorrect use of word form

Suggestions for

Encourage focus and practice of “th” → / ð/ sound

Provide a self recording/listening session to raise

awareness the difference between /z/ and / ð/sound,

Provide visual and audio examples and mimmicing

exorcises

Pronunciation

GROUP MEMBERS

J e LeeH ang