Analysis of ′two texts′ written by EAL Learners

Guidelines – Please carefully read through ALL the Guidelines.

Assignment Header: Analysis of texts written by EAL Learners

Description of the assignment

The Victorian Curriculum F-10 (replacing AUSVELS) provides a framework for English as an additional language (EAL) students to be assessed so that effective learning programs can be developed accordingly. EAL students at high school age are ranked from SL (with little knowledge of English) to S4 (Advanced Stage of English proficiency). Within each Stage, three levels of Beginning, Progressing and Standard, are recognised. It is important for an EAL teacher in Victorian schools to assign each student to an appropriate stage and level. This is partly done on the basis of the language that a student produces, either written or spoken, at the commencement of his/her enrolment in the school. EAL teachers need to be familiar with the lexical and grammatical (lexicogrammatical) features of language produced at each stage and level.

The Assignment Requirement-: Please analyse the two learner texts provided (in List of Resources) for their lexical-grammatical, and syntactical features. (These two texts are in one file, 'Assessment Texts'). The second text is an example of an IELTS writing task, written by an adult learner of English.

Look at each text and comment briefly on 3 grammatical areas that seem to be under control, then identify 4 problem areas you notice in their lexical-grammatical competence (one each out of the following levels):

· Word classes or parts of speech

· Morphological relations and features

· Syntax (word order, phrase, clause and sentence structure)

· Discourse level grammar (textual cohesion) - this level of analysis looks at how well the message is constructed, and includes consideration of range of vocabulary, and connecting devices.

NB - Punctuation and Spelling may be an issue to comment on, but NOT to analyse. Many errors in these areas are 'slips'.

Then choose one of the problematic features at the syntactic level (for example, a verb tense, use of prepositions, order of adjectives), describe it in terms of Form, Meaning and Use, (if all 3 are appropriate) and describe a short activity to teach and practice it, with a rationale.

MORE GUIDELINES FOR THIS ASSIGNMENT:

This assignment, which is based on your study up to Topic 6, involves examining student-produced texts at the various levels of grammar- word, sentence and supra-sentential (discourse) level. At word level you would focus on parts of speech or word classes (noun, verb, adjective, adverb, determiner, pronoun, etc. as well as morphological features). At sentence level you would look at syntax, which involves the relationships of the elements in a sentence, word order, verb/subject agreement, and clause structures. At the supra-sentential level you would note features of text cohesion, such as the use of pronoun substitution or synonyms to avoid repetition yet maintain a flow of ideas, linking words, and appropriate lexical (vocabulary) choices for the genre/task.

· You need to show that you have understood the grammatical features you have selected (e.g. different parts of speech/word classes and morphological features, and clause structures.

· In the body of your essay, comment briefly on features that show the EAL writer's competence or lack of it at the levels mentioned above.

· The idea is to make a diagnosis of what an EAL writer can or can't do competently. You need to show that you can use appropriate linguistic language to explain areas of competence or lack of it, and thus identify patterns. After the brief diagnosis of 3 features, choose one feature for more detailed analysis. Are there problems with using appropriate forms at word level? Are word choices appropriate or too formal/informal? Is there control over verb tenses? Which ones show lack of control? Are there any problems with word order, appropriate linking words, any other features of text cohesion? Choose one problem area that stands out, analyse its features and discuss how you might scaffold the learner to use the feature more confidently, by suggesting a short activity that presents and practices the feature.

· Finally, you need to present a brief discussion as to why and in what way(s) you think this analysis will be useful for learning in a TESOL/EAL context.

NOTE:

· You are not analysing the learner text simply for errors, which is a teacher’s tendency when looking at their students’ work. You are examining the texts for their language features, and should also comment on areas of competence. Also, in the case of errors, you don't need to present 'corrected versions'- the idea is to analyse what is at the root of the problem with a particular form. Examples ARE presented throughout the ppts.-

FORMAT AND PRESENTATION OF ASSIGNMENT

· to be included in the essay:

· A brief introduction to the essay, outlining its structure.

· A brief overview of the task of writing in a second or foreign language. What does a language learner need to know in order to produce a text?

· Evaluation of each of the learner’s work. What has she/he done well? What does she/he need to work on? (only 3-4 problem areas)

· Choose one grammatical feature from the 2-3 above that appeared to be problematic (in either or both texts), and demonstrate your understanding of that feature in terms of Form, Meaning and Use. As a guide for this you could look at the slides -on Imperatives in the Week Three Power point.

· How might these learners be helped to develop their writing in English in terms of the feature you have chosen? For this, suggest a brief activity that could present the problem feature in context and then practice it.

· Comment on the usefulness of this task in understanding more about your learners’ English language development and what you need to teach.

· A conclusion summarising what you have written about and pointing to how useful your analysis will be in the context of TESOL. Support your arguments throughout with scholarly references.

The analyses/activity description would take up at least two-thirds of the total word count. Appendices are not included in the word count

Present your analysis in a format using headings and subheadings as appropriate. Use the categories mentioned above to guide you. After you have done this, summarise the patterns you have observed in the texts and write on the implications for language teaching in the EAL context. A brief introduction and conclusion to the assignment will assist the reader in knowing how you have organised your analysis and how you are approaching this assignment.

· Appendices may include any tables you have used, and the texts (only if you have annotated them to show your workings). If you use appendices, please make sure to number them and refer to them in the body of your assignment so that the reader knows which appendix to refer to.

· Referencing is another important part of the layout of your assignment. You should use the APA (American Psychological Association) version 6.0 which is available electronically, to reference your sources. As this is not a critical essay type of assignment, references are not expected so much in the grammatical analysis (unless you have referenced a particular grammar reference work), but would be expected in the discussion and rationale sessions.