Ask the participant to explain their education experiences.? How was the experience of learning the L2? Was it immersion?

Notes

1. Ask the participant to explain their education experiences.? How was the experience of learning the L2? Was it immersion?

I. He/She pronouns

II. Wug test for plurality .( not pronunciation of the (s/z))

III. 

IV. Ricking test for past tense. (something similar for conjugating present tense)

V. 

· List stats of each participant including age, length of L2 study, education level, Familial exposure to the L2,

· Gather data samples in both oral recording with transcripts and written.

· Find a native speaker for baseline comparison.

· Compare the data.

· Restrict to one L1

· Learners English book.

· Possible phonology

· Describe pictures

· Describe favorite movie plot

· Explain education experience through to uni.

· Something that will elicit past tense conjugation.

· Take oral exam then a week later written on the same question. Compare data.

· I will focus on the use of plurality (s’), use of pronouns (he/she/his/hers) and past tense conjugation of verbs. All of the aforementioned structures are areas I’ve noticed native Chinese L1 learning English as L2 have the most difficulty in obtaining accuracy.

· L2 learners have strong interference from their L1, referring to some grammar, but mainly pragmatics? Such as verb conjugation or plurality of nouns.

· From “Bidirectional Transfer”

Method

Four 3-minute long films with a sound track but no dialogue were used for

narrative elicitation purposes. Previously, films have been used successfully

for narrative elicitation purposes in the crosslinguistic study of narrative

production *Chafe 1980; Tannen 1980, 1993) and in the study of SLA

*Bardovi-Harlig and Reynolds 1995; Becker and Carroll 1997; Jarvis 1998;

McClure 1991; Perdue 1993). This methodology, which presents subjects with

a uniform non-verbal prompt, is a variation of the better-known picture task

elicitation procedure. Both of these types of data elicitation allow the

researcher to keep the data more or less homogeneous by holding the

semantic referents constant *in contrast to elicited personal narratives, which

exhibit significantly more variation). Using films rather than pictures,

however, has the advantage of making the storytelling task less artificial

and more similar to spontaneous narratives *Tannen 1980, 1993). By using

this technique and by holding our experimental conditions relatively constant

*see below), we were able to elicit narrative data that we believe are optimal

in terms of comparability across subjects and language conditions. On the

other hand, the narratives elicited through this approach were relatively

short, so in the future it would be helpful to elicit a larger variety and longer

stretches of data.

Transcript of simple conversation with the L2

· When did you begin to study English?

· “At my kindergarten, start with simple vocabulary and alphabet.”

· How long have you studied English?

· “active study is 6 years. Total studies is from kindergarten to now”

· What did you have the most difficulties with when you started to learn English?

· “I think my majority of difficulties come from writing. I didn’t put much attention to grammar.” “I used to translate from Chinese to English when I was learning. It made bad clarity for my grammar and sentence.”

· How did you study English at school? (all years studied)

· “First remember the vocabulary. Then try to remember the vocabulary by using and speaking it. First listen to the word then speak it, then use it in a sentence. Other that that learning grammar by practicing. By use practice sheet. They give you a grammar sheet to practice what you don’t understand, over and over again. For the listening and speaking part, they give you videos or sound track to listen and practice to. And most of my English skill come from practice for the toefl”

· Was English spoken at all at home?

· “probably not”

· Did any family members know English?

· “Like two generation higher than me only know basic english but not good. One generation has mediocre ability. “

· What do you think you have the most trouble with now, in regard to English?

· “I would say also writing. Not changing. But my speaking skills have improved but my writing skills did not improved much.”

· Do you have any trouble with verb conjugations? EG. Past tense, current tense? Plurality of nouns?

· “yes. A lot. That is the biggest mistakes I made in writing. Also trouble with singular and plural.”

·

Possible sources

Berko Gleason, Jean. (1958). The Child’s Learning of English Morphology. Word. 14. 10.1080/00437956.1958.11659661.

Berko, J. (1958). The child’s learning of English morphology, Word, 14, 150-177.

Pavlenko, A. (2002). Bidirectional Transfer. Applied Linguistics – APPL LINGUIST. 23. 190-214.

Miller, D. (2020, February). Chpt. 6: Second Language Development. Chpt. 6: Second Language Development. Santa Cruz.

Hummel, K. (2014). Introducing Second Language Acquisition: perspectives and practices. 138-151 JOHN WILEY & SONS.

Imai, M., Haryu, E., Hirsh-Pasek, K., Li, L., Okada, H., Golinkoff, R., & Shigematsu, J. (2008). Novel Noun and Verb Learning in Chinese-, English-, and Japanese-Speaking Children. Child Development, 79(4), 979-1000. Retrieved February 26, 2020, from www.jstor.org/stable/27563533

CROWTHER, D., TROFIMOVICH, P., SAITO, K., & ISAACS, T. (2015). Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background. TESOL Quarterly, 49(4), 814-837. Retrieved February 26, 2020, from www.jstor.org/stable/43893788

Severino, C., & Prim, S. (2015). Word Choice Errors in Chinese Students’ English Writing and How Online Writing Center Tutors Respond to Them. The Writing Center Journal, 34(2), 115-143. Retrieved February 26, 2020, from www.jstor.org/stable/43442807