Analyzing Language Error In ELL Students

Today in math class we did many graph of equations in the coordinate plane, the class was very good because the teacher knows how to explain the math problems for the students can understand about the steps to do the problems.

the steps to do or resolving the graphs of equation are the following:

1.      Assign values of your choice to the incognite “x”,

2.      Put in one side of the equation the number and in the other one the variables.

3.      After of did the second step, Do same with the Next. 

Morphology Part A

In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of morphology (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description.

Example of Accomplishments

Description of Accomplishments

1.      did

Correct of the root word ‘do’ has been used in the sentence, ‘Today in math class we did many graph of equations’.

The inflectional morpheme –ed has been added to the root word do to show past tense.

2.      following

Correct present continuous tense of the morpheme ‘follow’

The inflectional morpheme –ing has been added to the root word follow to show the progressive form.

3.      choice

Correct form of the root verb choose. The derivational morpheme –ice has been added to the root verb, transforming it into a noun.

4.      Understand

Correct formation of the compound morpheme understand derived from the two morphemes under and stand.

5.      following

Correct present continuous tense of the root verb follow. The inflectional morpheme –ing has been added to the root verb to show a progressive state.

In the numbered rows below, list three examples from your excerpt that show the child’s incorrect usage of morphology (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section.

Example of Challenges

Description of Challenges

1.      resolving

The inflectional morpheme –ing has been added to the root verb resolve yet it has been used in the sentence in the simple present tense.

2.      Graph

The letter -s has been added to the morpheme graph in a sentence that illustrates the plural form. Thus when corrected the sentence, ‘we did many graph of equations’ reads as, ‘we did many graphs of equations’.

3.      did

Incorrect derivational morpheme of the root do used in the phrase After of did the second step.

Morphology Part B

In the following section, provide a detailed analysis of the challenge that you highlighted above.  Type your answers in the space below each question.

What is the standard U.S. English language rule that is violated in the error? (List the website address where you got your information)

·         First, identify the grammar feature that the student has gotten wrong (for example: past perfect tense, adjective-noun order, negation, or pluralization). Then, search google for the English language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information.

Singularization was identified as wrongly used in the words ‘graph’ and ‘equation’. The plural forms of the words should be used instead since they are referring to more than one graph and equation (dictionary).

Is this error due to L1 (first language) transfer or L2 (second language) development?  Check one.

·         Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, causing an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language.

·         L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language.

L1 Transfer    

L2 Development     ?

Explain why you selected L1 transfer or L2 development. You must be able to justify why the error is a result of one and not the other.

·         If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·         If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

The student has applied the literacy skills of the parent language and applied them in the learned language. This is evidenced in the formation of the words graph and did.

Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·         If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·         If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists

L2 Development Theories/Theorists

? Selinker’s Interlanguage theory

? McLaughlin’s Attention-Processing Model

? Overgeneralization

? Bialystok’s Analysis/Automaticity Model

? Natural Translation

? Swain’s Output Hypothesis

?  Codeswitching

? U-Shaped Learning/ Backsliding

 Cummins’ Common Underlying proficiency

Selecting two references connected to the theorist/theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:

Cummins’ Common Underlying proficiency occurs when one uses the grammar rules and literacy skills from the parent language to the second language. This is evident where the student uses the singular forms of the words ‘graph’ and ‘equation’ instead of their plural forms, a literacy rule carried from the native language.

Please list the two references here that you used above:

Chan, Julie. Khan Academy. Monday, 03 February 2016. website. 10th March 2018. <https://www.khanacademy.org/test-prep/sat/approach-sentence-and-paragraph-sequence-questions.>.

dictionary, merriam webster. merriam webster dictionary online. 02 January 2018. website. 11th March 2018. <https://www.merriam-webster.com/dictionary/singularize.>.

Syntax Part A

In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of syntax (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description.

Example of Accomplishments

Description of Accomplishments

1.      Assign values of your choice to the incognite “x”

The subject in the sentence is the noun phrase ‘assign values of your choice’ has been correctly placed as the subject in the sentence.

2.      Today in math class we did many graph of equations in the coordinate plane

The sentence follows proper syntax sequence SVO (subject, verb and object). The subject is we, the verb is did and the object is graph of equations in the coordinate plane.

3.      Put in one side of the equation the number

Correct arrangement and formation of the preposition phrase in the sentence ‘Put in one side of the equation the number and in the other one the variables.’

4.      Today in math class

Correct formation of the noun phrase in the sentence, ‘Today in math class we did many graph of equations in the coordinate plane.’

5.      resolving the graphs of equation are the following

Correct plurality in the noun phrase graphs of equation. Single marking of plurals rule has well executed by using the plural form of the word graph.

In the numbered rows below, list three examples in your excerpt that show the child’s incorrect usage of syntax (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section.

Example of Challenges

Description of Challenges

1.      After of did the second step

Incorrect arrangement of elements in the preposition phrase ‘after of did the second step’.

The conjunction of should be omitted from the phrase and the correct form of the root word do used.

2.      for the students can understand about the steps to do the problems.

Inappropriate word order: improper addition of the preposition about in the verb phrase ‘can understand about.’

3.      Do same with the Next.

Missing element from the noun phrase that forms the object of the sentence  ‘After of did the second step, Do same with the Next.’

Addition of the noun equation completes the noun phrase.

Syntax Part B

In the following section, provide a detailed analysis of the challenge that you highlighted above.  Type your answers in the space below each question.

What is the standard U.S. English language rule that is violated in the error? (List the website address where you got your information)

·         First, identify the grammar feature that the student has gotten wrong (for example: past perfect tense, adjective-noun order, negation, or pluralization). Then, search google for the English language rule associated with this grammar feature. Make sure that the website you use is reliable. List the website address where you got your information.

Improper word order was identified in the various challenges listed above. In English, the typical word order followed is adjective-noun, nouns in noun phrases and conjunctions to join two components of a sentence.

Is this error due to L1 (first language) transfer or L2 (second language) development?  Check one.

·         Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, causing an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language.

·         L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language.

L1 Transfer     ?

L2 Development     

Explain why you selected L1 transfer or L2 development. You must be able to justify why the error is a result of one and not the other.

·         If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·         If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

McLaughin’s Attention Processing model states that learners may make errors due to L2 development since they may not have fully processed all the linguistic rules for L2. This is evidenced by inappropriate word order and incorrect phrasing of the preposition phrase as illustrated in the table above.

Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·         If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·         If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists

L2 Development Theories/Theorists

? Selinker’s Interlanguage theory

 McLaughlin’s Attention-Processing Model

? Overgeneralization

? Bialystok’s Analysis/Automaticity Model

? Natural Translation

? Swain’s Output Hypothesis

? Codeswitching

? U-Shaped Learning/ Backsliding

? Cummins’ Common Underlying proficiency

Selecting two references connected to the theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:

McLaughin’s Attention Processing model illustrates that the semantic errors committed by the student are due to development of a new language, one that he may have not fully grasped the grammatical rules. The student has made errors of omission or commission due to failing to fully grasp the grammar rules.

Please list the two references here that you used above:

Frisk, Chad. Direct Translation Impossible: Tales from the rising sun. Vol. Second. New York: Lioncrest Publishing, 2014. Document.

Radford, Andrew. LInguistics: An introduction. London: Cambridge University Press, 1999. Document.

Semantics Part A

In the numbered rows below, list five different examples from your excerpt that show the child’s correct usage of semantics (the accomplishments). For each example, write 2-3 sentences describing why this example shows correct usage. Remember to use all of the appropriate terminology in your description.

Example of Accomplishments

Description of Accomplishments

1.      Today in math class we did many graph of equations

The sentence has semantic meaning: the student is explaining the activities he accrued out in the math class.

2.      the teacher knows how to explain the math problems for the students can understand about the steps to do the problems.

The sentences makes semantic sense; it correlates the phrases ‘the teacher knows how to explain the math problems’ and ‘the students can understand about the steps to do the problems.

3.      Assign values of your choice to the incognite “x”,

The sentence has semantic sense: it describes the precise action to be taken to the math values.

4.      the steps to do or resolving the graphs of equation are the following:

The use of the noun phrase steps to do offers semantic meaning to the sentence ‘the steps to do or resolving the graphs of equation are the following:’

5.      the class was very good because the teacher knows how to explain the math problems

The use of the noun phrase the class was very good produces semantic sense since it correlates to the subsequent descriptive phrase because the teacher knows how to explain the math problem.

In the numbered rows below, list three examples in your excerpt that show the child’s incorrect usage of semantics (the challenges). Write 2-3 sentences describing why this example shows incorrect usage. Remember to use all of the appropriate terminology in your description. Choose and highlight one of the examples to use in the next section.

Example of Challenges

Description of Challenges

1.      Today in math class we did many graph of equations in the coordinate plane

Addition of the phrase ‘in the coordinate plane’ in the sentence does not make any semantic meaning, instead producing conflicting meanings.

2.      Put in one side of the equation the number and in the other one the variables.

The sentence is ambiguous; it offers no precise meaning on which equation or variable it is referring to.

3.      After of did the second step, Do same with the Next.

The sentence offers incomplete information thus produces no semantic meaning: it is ambiguous on the following step to be taken.

Semantics Part B

In the following section, provide a detailed analysis of the challenge that you highlighted above.  Type your answers in the space below each question.

Is this error due to L1 (first language) transfer or L2 (second language) development?  Check one.

·         Remember that L1 transfer means that the student is using grammar rules from their first language and applying it to English, causing an error. To figure this out, learn more about how this particular grammar feature works in the student’s native language. You can search google for more information about the language.

·         L2 development should only be selected if the error is not L2 transfer, meaning that the student has made an error due to the natural second language learning process and independent of the way grammar works in their first language.

L1 Transfer     ?

L2 Development     ?x

Explain why you selected L1 transfer or L2 development. You must be able to justify why the error is a result of one and not the other.

·         If you have chosen L1 transfer, show with explicit examples why– remember that you can always use Google translate to find examples that you can discuss below.

·         If you have chosen L2 development, use the examples from Google translate to show how this was not a grammar transfer from the first language and how this was a normal second language learning error.

·         McLaughin’s Attention Processing model states that learners may make errors due to L2 development since they may not have fully processed all the linguistic rules for L2. This is illustrated by the choice of words that the student has chosen to use in the excerpt.

However, the student may use or arrange the words inappropriately thus the resultant sentence makes no semantic sense. 

Which theory/theorist supports your opinion?  Remember to read up on these under the information for Assignment B in Canvas. Check or highlight one of the following:

·         If you have selected “L1 transfer” above, make sure you choose a theory from the “L1 Transfer” list for theories on the left below.

·         If you have written “L2 development” above, make sure you choose one theory from the “L2 Development” list of theories on the right below.

L1 Transfer Theories/Theorists

L2 Development Theories/Theorists

? Selinker’s Interlanguage theory

?x McLaughlin’s Attention-Processing Model

? Overgeneralization

? Bialystok’s Analysis/Automaticity Model

? Natural Translation

? Swain’s Output Hypothesis

? Codeswitching

? U-Shaped Learning/ Backsliding

? Cummins’ Common Underlying proficiency

Selecting two references connected to the theorist/theory you selected above, read these and use the information to describe in your own words why this theory/theorist is relevant to explain the language error that your ELL student made:

McLaughin’s Attention Processing model illustrates that the semantic errors committed by the student are due to development of a new language, one that he may have not fully grasped the grammatical rules.

This can be seen in the sentence ‘Put in one side of the equation the number and in the other one the variables’  where the student is using the correct words that will offer semantic sense but has jumbled the words up.

Please list the two references here that you used above:

Frisk, Chad. Direct Translation Impossible: Tales from the rising sun. Vol. Second. New York: Lioncrest Publishing, 2014. Document.

Radford, Andrew. LInguistics: An introduction. London: Cambridge University Press, 1999. Document.