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Assignment Resit 1- ATL

ASSIGNMENT RESIT 1
APPROACHES TO LANGUAGE IN THE CLASSROOM CONTEXT

GENERAL INFORMATION:

This assignment must be done individually and has to fulfil the following conditions:

- Length: between 6 and 8 pages (without including cover, index or appendices –if
there are any-).
- Type of font: Arial or Times New Roman.
- Font size: 11.
- Line spacing: 1.5.
- Alignment: Justified.

The assignment has to be written in this Word document and has to follow the
instructions on quotes and references detailed in the Study Guide.

Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.

It is strongly recommended to read the assessment criteria, which can be found in the
document “Subject Evaluation”.

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Assignment Resit 1- ATL

Assignment instructions:

See below the data collected after a test and answer the following questions.

1. What feature of English grammar is being tested in each of the test


items?
2. Who appears to be the most advanced learner and why?
3. Who appears to be the least advanced learner and why?
4. What generalization can be made about the order of acquisition for
learning these constructions? Please note that you will not be able to
reproduce the matrix you have for this question (in your study materials)
in the VC. You could use point form here.
5. Tests of this type are designed primarily to elicit spontaneous utterances
in a controlled setting. What limitations are there in doing order of
acquisition analysis based on data of this sort?
6. How do these tests and results relate to the concepts studied in this
subject?

Do not answer the questions one by one, but address all of them in essay form.

PARTICIPANTS BACKGROUND

Native Language: Spanish.

Target Language: English.

Background Information: Pre-adolescents, born in Mexico, living in United


States.

Data Source: Responses to a picture story from a standard proficiency test.

DATA:

Below are the "correct" responses to standardised test items.

He wants to eat some food.

The dog ate the food.

The king would have eaten it.

It fell.

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Assignment Resit 1- ATL

Below are the responses to these test items by five ESL learners (A-E).

A.

he wants to eat

the dog ate it

the king would eat it

it fell

B.

he want the food

the dog ate ...

the king eat ...

they fall

C.

he wants to get some food

the dog ate it

the king would have ate it

it fell

D.

he want...

the dog eat...

the king will eat...

it fall

Important: you have to write your personal details and the subject name on the
coverE.(see the next page). The assignment that does not fulfil these conditions
will not be corrected. You have to include the assignment index below the cover.
he wanna eat...

the dog eat-ate it

he would eat it
3
it fall
Assignment Resit 1- ATL

Student’s full name: KATERINE VALENCIA BENITEZ

Group:2018

Date: May 5, 2019

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Assignment Resit 1- ATL

Context is a schematic construct. It is not 'out there', so to speak, but in the mind."
(Widdowson 1996b:63).

The language classroom context is a very important topic that we must take into
consideration some interesting aspects on time to teach or learn a second language
due to it provides some relevant characteristics to carry out a successful teaching-
learning process.

According to Richards et aL ( 1992:82) Context ... ",which occurs before and/or after a
word, a phrase or even a longer utterance or a text. The context often helps in
understanding the particular meaning of the words, phrase etc. For example, the word
loud in loud music is usually understood as meaning "noisy" whereas in tie with a loud
pattern is understood as "unpleasantly colorful."

However, according to Funiber, material is a fundamental issue that affects the


classroom context is that language that is an instrument for communication in the
natural context, whilst in the formal one, depending on the choice of focus, it may
become the objective of learning (Seliger 1983).

However, researchers such as Krashen (1988), Ellis (1985) and Seliger (1983) put
forward the idea that the classroom could combine both a formal and a natural focus,
creating both a focus on the targeted language forms, and a "social context" where
language is also used for communication.”

Though, they have an interaction with the target language their knowledge about the
language presents very difficulties on time to use grammar rules and do sentences in
the correct way.

Bearing in mind the questions and the answers given by the students, I think that the
topics worked are the simple present tense, the conditional and the simple past tense
also, the most advanced learner is the student C due to he/she has three correct
answers. However, the least advanced learner is the student D because he/she failed
in all the answers.

Based on their previous experiences and background information, we notice that these
learners have developed their skills as they have acquired the language in an English

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Assignment Resit 1- ATL

speaking country. Even though some of these learners make mistakes, they have an
acceptable language command in terms of grammar and structure. We must keep in
mind that learners acquire a language at a different pace and they develop their skills
in the same way as well. Furthermore, we would like to look back to some theories
about the acquisition of grammatical structures which proceeds in a predictable way. In
other words, there are predictable sequences in the order of acquisition of morphemes
and syntactic structures.

4. What generalization can be made about the order of acquisition for learning
these constructions? Please note that you will not be able to reproduce the
matrix you have for this question (in your study materials) in the VC. You could
use point form here.

EN ESTA PARTE TOCA QUE HABLE UN POCO DE LAS GENERALIZACIONES EN


UN SEGUNDO IDIOMA
5. Tests of this type are designed primarily to elicit spontaneous utterances in a
controlled setting. What limitations are there in doing order of acquisition
analysis based on data of this sort?

AQUI DEBERIA HABLAR DE ALGUNOS TIPOS DE EXAMENES Y LIMITACIONES


AL APRENDER OTRO IDIOMA O EN EL SALON DE CLASES.

As teachers we are able to correct errors so our learners improve and become aware
of their weak points in grammar. We should also motivate students to improve at their
own pace. Besides this, we must put into practice suitable approaches, effective
strategies and specific techniques in order to teach grammar dynamically at some
extent. Teaching such semantic structures should occur naturally. In addition, we focus
on the question and we consider that there is a tendency to follow grammar patterns
which go from the most INCOMPLETA ESTA ULTIMA PARTE NO SE QUE QUISO
DECIR

References

FUNIBER`S book

Richards, J. c., Platt, J. and Platt, H. (1992) Longman Dictionary of Language Teaching
and Applied Linguistics. London: Longman.

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Assignment Resit 1- ATL

Widdowson, H. G. (1986) 'Design Principles for a Communicative Grammar. '


In Brumfit, C. (ed) (1986)