 SLA  Acquisition of Chinese by English speakers  他 打 碎 了 花瓶。  ta da sui le huaping.  he hit broken le vase.

Slides:



Advertisements
Similar presentations
Mini Presentations: How To
Advertisements

The Acquisition of ECM Jeanne Heil. Different or not different? (1) John seems to be honest (2) John wants to be honest (3a) The cat is out of the bag.
Grammar: Meaning and Contexts * From Presentation at NCTE annual conference in Pittsburgh, 2005.
Tone perception and production by Cantonese-speaking and English- speaking L2 learners of Mandarin Chinese Yen-Chen Hao Indiana University.
L1 TRANSFER ON L2 by Hacer Kökcür & Duygu Işık. RESEARCH QUESTION Does first language (L1) influence the acquisition of the second language (L2)in terms.
I NNATIST HYPOTHESIS, (UG) Second language acquisition.
Second Language Acquisition
Contrastive Analysis, Error Analysis, Interlanguage
Interlanguage phonology: Phonological description of what constitute ‘foreign accents’ have been developed. Studies about the reception of such accents.
Active and Passive Voice Dr Julia Miller English for Uni
C HINESE 318 Introduction to Applied Chinese Linguistics.
The Linguistics of SLA.
The theoretical significance of UG in second language acquisition Present by Esther, Karen, Mei.
L2 Acquisition: The Social Perspective Guadalupe Valdés Stanford University.
Shanshan Zhu. L2 Summary Writing “attempted paraphrase” “A writer selects a specific excerpt of a source text and makes at least one attempt to change.
APPROACHES and METHODS IN LANGUAGE TEACHING
Foreign Language Teaching in the United States Theories from Linguistics By Electra Nicolaysen, English Language Auxiliar, Fernando III El Santo.
1. Introduction Which rules to describe Form and Function Type versus Token 2 Discourse Grammar Appreciation.
TOPIC 2: Some Basic Concepts
Stages of Second Language Acquisition
Syntax: The Sentence Patterns of Language
A Contrastive Study of English Native Speaker's and Chinese Learner's Use of Existential Construction Tian Ma.
Reading and Writing Through Task-Based Group Work.
CELDT AWARENESS Patricia Holguin, Title III Access to Core Coach Cleveland Charter High School.
Language and Thought.
What counts as evidence in linguistics?. WHAT IS UNIVERSAL GRAMMAR? A system of grammatical rules and constraints believed to underlie all natural languages.
+ What is th CELDT? What you need to know to be successful on this important exam.
Relative Clauses in Mandarin Chinese Conversation Na Wang.
+ The Influence of L1 on avoidance of phrasal verbs by Japanese-speaking English learners Tomo.
Chapter 2: SLA Research Methodology (in three parts)
Ellis 2003, chapter 1 pp By Aida W. Wardhananti
10/20/2015Dr. Hanaa El-Baz 1 Methodology L7 Lecture Error Correction and feedback.
Limerick A limerick is a humorous poem of five lines. A limerick is a humorous poem of five lines. It is funny, witty and often silly. It is funny, witty.
LANGUAGE, CULTURE AND COMMUNICATIO N  Anthropology  Culture  Cultural Holism  Norms  Cultural Model  Enculturation  Cultural relativism  Ethnocentrism.
4.2.6The effects of an additional eight years of English learning experience * An additional eight years of English learning experience are not effective.
BUILDING STUDENTS’ LITERACY SKILLS Rosanne Zeppieri Teaching World Languages: Elementary.
Language Acquisition Stages Stage1 - Pre-Production Stage2 - Early Production Stage3 - Speech Emergence Stage4 - Intermediate Fluency Stage5 - Fluent English.
Exceeds EOC Target Intermediate Mid High EOC Target Intermediate Low EOC Target Novice High Near EOC Target Novice Mid/High Below EOC Target Novice Mid.
Exceeds EOC Target Intermediate Low EOC High Target Novice High EOC Target Novice Mid/High Near EOC Target Novice Mid Below EOC Target Novice Low Scoring.
GLoCALL Chai University, Conference, November 12-14, 2015 Effects of Observing Model Video Presentation on Japanese EFL Learners’ Oral Performance.
CHAPTER 1 Description and Explaining L2 Acquisition Source: Rod Ellis 2003 Second Language Acquisition Name: Sekar Katon Wijayanti NIM :
Fita Ariyana Rombel 7 (Thursday 9 am).
Alejandro Peréz, Margaret Gillon Dowens, Nicola Molinaro, Yasser Iturria-Medina, Paulo Barraza, Lorna García-Pentón, and Manuel Carreiras.
A Pilot Study of a Multimedia Instructional Program for Teaching of ESL Grammar with Embedded Tracking.
Reinforcing Effort and Providing Recognition
Unit 2 The Nature of Learner Language 1. Errors and errors analysis 2. Developmental patterns 3. Variability in learner language.
Introduction : describing and explaining L2 acquisition Ellis, R Second Language Acquisition (3 – 14)
Topic The common errors in usage of written cohesive devices among secondary school Malaysian learners of English of intermediate proficiency.
Madeline Schroeder G/T Intern Mentor Program
Approaches in Foreign Language Teaching: A Short History Sarah Schrire Kibbutzim College of Education November 2005.
Alternative Approaches to the Role of Previously Known Languages Avoidance: when speaking or writing a second/foreign language, a speaker will often try.
CHAPTER 1 INTRODUCTION: DESCRIBING AND EXPLAINING L2 ACQUISITION Presented by : Aulya Purnawidha D
Literature Review Effects of Grammatical Ability on Senior High School Students’ Writing Achievement 報告人:林玫君 (NA2C0004)
3. Nine-Twentieth-Century Approaches to Language Teaching
 Individual differences and language interdependence: a study of sequential bilingual development in Spanish-English preschool children.
Lack of adjustment in L2 English?
Collecting Written Data
Second Language Acquisition
Comparing the relation between L1 and L2 vocabulary
Differences in comprehension strategies for discourse understanding by native Chinese and Korean speakers learning Japanese Katsuo Tamaoka Graduate.
Dissertation Research Design
Contrastive Analysis Interlanguage, and Error Analysis
Understanding and Teaching About Language
The Nature of Learner Language
The Nature of Learner Language (Chapter 2 Rod Ellis, 1997) Page 15
Curriculum and Materials
Competence and performance
Linguistic aspects of interlanguage
Chinese.
The Nature of learner language
Presentation transcript:

 SLA  Acquisition of Chinese by English speakers  他 打 碎 了 花瓶。  ta da sui le huaping.  he hit broken le vase

 Few research on the acquisition of Chinese resultatives  English-speaking students have difficulty in acquiring it  Translation problem

 Cheng & Huang (1994)  Four types of resultatives in Chinese: › Transitive › Ergative › Unergative › Causative

 Chen, L. & Oller, J. W. (2008). The use of passives and alternatives in English by Chinese speakers. Cognitive Approaches to Pedagogical Grammar, 385–416.  Cheng, L. L. & Huang, J. (1994). On the argument structure of resultative compounds. Interdisciplinary Studies on Language and Language Change,  Park, K. & Lakshmanan, U. (2007). The L2 acquisition of the unaccusative-unergative distinction in English resultatives. Proceedings of the…Annual Boston University Conference on Language Development  Tai, J. (2003). Cognitive relativism: Resultative construction in Chinese. Language and Linguistics, 4(2),  Yuan, B. (1999). Acquiring the unaccusative/unergative distinction in a second language: evidence from English-speaking learners of L2 Chinese. Linguistics, 37(2),

 1. Is there a significant difference in performance between the four groups, the intermediate group, intermediate-high group, advanced group, and control group?  2. Is there a significant difference in performance, within the four groups, between the four different resultative construction types: unergative, transitive, ergative and causative?  3. How did learners’ L1 influence their acquisition?

 55 students in OU › 20 second year students---intermediate › 15 third year students—intermediate-high › 5 fourth year students---advanced › 15 native Chinese speakers---control

 10 short video clips › 7 resultatives › 3 distracters  Grammaticality Judgment Test › 20 resultatives › 10 distracters › Provide both characters and pinyin › Designed based on intermediate level

 1. Pilot Study to both Chinese and English speakers.  Instruments will be revised  2. Participants describe the video clips orally › Audio-recorded › No time limit; as many sentences as possible  3. Grammaticality judgment test › Write down whether they are sure or not

 Qualitative Data › Alternative expressions › Error patterns › Most and least likely wrongly judged sentences  Quantitative Data  Number of grammatical and ungrammatical resultatives  Accuracy in judgment

 Qualitative Data Analysis › Transcribe › Label based on the four types › Compare substitute and error patterns with English resultatives  Quantitative Data Analysis › Frequency be counted and compared among different groups › Compare “scores” › ANOVA

 Limited number of participants  Cohort effect  Instruments are limited by the intermediate level  Participants may not be representitive

 1. Learners of Chinese use resultatives less frequently. But There might be no significant difference in grammaticality judgment test.  2. Learners of Chinese will have less difficulty in acquiring the transitive type of resultatives, comparing to the other three.  3. Advanced learners will use resultatives more native-like.