Identifying second language Errors

Done by :

Bashayer Awadh Alnuaimi

Anhar AL kaabi
Stages of SLA
Stage Characteristics Approximate Time Frame Teacher Prompts
Preproduction The student 06 months
Has minimal Show me
comprehension. Circle the
Does not verbalize. Where is ?
Nods "Yes" and "No." Who has ?
Draws and points.
Early Production The student 6 months1 year
Has limited comprehension Yes/no questions
Produces one- or two- Either/or questions
word responses. Who ?
Uses key words and What ?
familiar phrases. How many ?
Uses present-tense verbs.
Speech Emergence The student 13 years
Has good comprehension. Why ?
Can produce simple How ?
sentences. Explain
Makes grammar and Questions requiring phrase or short-sentence
pronunciation errors. answers
Frequently misunderstands
jokes.
Intermediate Fluency The student 35 years
Has excellent What would happen if ?
comprehension. Why do you think ?
Makes few grammatical Questions requiring more than a sentence
errors. response
Advanced Fluency The student has a near- 57 years
native level of speech. Decide if
Retell
 Source of Errors

There are two types of interferences with second language acquisition.

Interlingual is the effect of language forms when two languages cross or overlap. It involves with
accurate pronunciation or proper way of describing something. For example, instead of "Jackbook"
someone may say "the book of Jack."

Intralingual has more to do with proper usage of grammar. Intralingual usually occurs once a large
portion of the second language has been acquired. This is where they start making mistakes of the
English language that is not explicitly taught, such as, irregular verbs and the correct or incorrect
usage of articles.
Speaking
 Speech Emergence

Students have developed a vocabulary of about 3,000 words and can communicate with simple
phrases and sentences. They will ask simple questions, that may or may not be grammatically
correct, such as May I go to bathroom? ELLs will also initiate short conversations with
classmates. They will understand easy stories read in class with the support of pictures. They will
also be able to do some content work with teacher support. Here are some simple tasks they can
complete:

Match vocabulary words to definitions.

Write in dialogue journals.
Understand and answer questions about charts and graphs.
Videos of students
speaking errors
 Student profile
Student Name Student A Student B

Age of student 9 years old Jeonghyeon Edoardo 8 years old

Languages spoken in the home Little bit English but they talk a lot of Korean in the house. Speaks only Italian in the
house.

How long have they been studying English? 8 Month 1 Year and a half

Phonics/Letter Knowledge E D
M- Mastery level
D Developing level
E Emerging level
Math Skills M M and D
M Mastery level
D Developing level
E Emerging level
Learner Preferences Math because its really easy for her. He likes writing and reading
(What do they enjoy doing?) stories.

Socio-emotional Development
(How are they in class?)
She feels happy and excited to learn but she finds hard to He feels comfortable with in
write down in English but shes trying so hard to keep up the class and everything is
with the others. fine with him and hes trying
to learn more and develop as
much as he can in the
language.
Jeonghyeon
Edoardo
 Student profile
Student Name Student A

Age of student Hamdan 10

Languages spoken in the home Arabic

How long have they been studying English?
4 years

Phonics/Letter Knowledge

M- Mastery level
D
D Developing level
E Emerging level

Math Skills

M Mastery level M
D Developing level
E Emerging level
Learner Preferences He like discuss with his friends before answering the question.
(What do they enjoy doing?)
Socio-emotional Development He very social with his friends.
(How are they in class?)
Hamdan
 Writing
Writing is an undoubtedly important, if somewhat misunderstood
component of second language acquisition. The purpose of any
writing task must be clearly considered and defined in order for it to
be effective.
It is important to note that writing can be both a support skill and a
cognitive activity. Short tasks designed to develop spelling,
grammar, and cohesion skills are vital elements to classroom
activity.
Edoardo
Jeonghyeon
Hamdan
Writing example
Recycling activity for sciences
language acquisition
 Resources

http://www.ascd.org/publications/books/108053/chapters/The-Stages-of-
Second-Language-Acquisition.aspx
http://alinayang.blogspot.ae/2008/04/interlingual-vs-intralingual.html
http://www.speechlanguage-resources.com/syntax.html

https://my.vanderbilt.edu/chelseawilliams/2013/10/the-role-of-writing-in-
second-language-acquisition/

http://www.everythingesl.net/inservices/language_stages.php