Data Analysis Journal Power Point

8/7/2019 Data Analysis Journal Power Point

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DATA ANALYSIS JOURNALRodrigo Zamalloa Robin Evans

From Peru u11a3 - Language Comparison Blog


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Part I Background Information for Rodrigo Zamalloa

* Name - Rodrigo Zamalloa

* Age 18

* Origin - Arequipa, Peru.

* Present Education - Rotary Exchange Student in 12th grade at Tunkhannock High

School.

* Time in USA From August and will be returning to Peru in June.* Future plans - Mechanical Engineering Degree

* Family - 2 brothers aged 7 and 23. His father is a businessman and his mother is

a business manager.

* Elementary English Experience 3 hours per day - Monday to Friday

* Secondary English Experience - 2 hours per day Monday to Friday. English was

used primarily by teacher and students in the classroom except duringgrammatical lessons.

* English Language Approach - A grammatical approach but some reading and

translation was also done as early as the 6th grade.

* Personal English difficulties:

* collective nouns like all/everybody

* prepositions such as in, on, and at.* The words so and thatare easily confused


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Part II Data Chart of Language ErrorsErrors in Grammar and Form

Student Error Correct English Form

A. Ordinal Number Errors

My friend is going to visit June thirteen. My friend is going to visit on June thirteenth.

I leave August fifteen. I leave on August fifteenth.

B. Past Tense Errors

He speak to me yesterday. He spoke to me yesterday.

He graduate last year. He graduatedlast year.

He selledhats. He soldhats.

I didnt wantedto do it. I didnt wantto do it.

I take my books home after school. I took my books home after school.

C. Preposition Error

I go ofvacations. I go on vacation.

It depends ofthe school. It depends on the school.

I will live on my grandparents house. I will live in my grandparents house


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D. 3rd Person Present Tense Errors

He sellit. He sells it.

He get the knife and stick itto you. He gets the knife and sticks itto you.

E. Errors with do vs.make

I have to make a test. I have to take a test.

I like doing my own money. I like making my own money.

My friends will make me a date. My friends will up-date me.

F.Misc. Errors

Who is her? Who is she?

There are 90 persons in the class. There are 90 people in the class.

I grow-up myself. I grew up.

It is the birthday of my grandmother. It is my grandmothers birthday.

You cant do nothing. You cant do anything.

Allthe state; allthe country. The whole state; the whole country

When I hadnine years When I was nine years old

After I win enough money After I earn enough money


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Word Order Errors

INCORRECT FORM CORRECT FORM

You see all the time strikes in the street. You see strikes in the street all the time.

I dont miss too much the beach. I dont miss the beach too much.

What I am to do? What am I to do?


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Pronunciation Errors

Word Student Pronunciation Error Correct English Pronunciation

read /rid/ /red/

the /d/ // stick /stik/ /stk/

vacations /bekens/ /vekenz/

it /it/ /t/

her /he/ /h/

years /jers/ /jz/

beach /bi/ /bit/


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III. Summary of Error Patterns

1. Lack of ordinal numbers - June thirteen and August fifteen instead of thirteenth and fifteenth.

Reason - ordinal numbers are usually only used with numbers firstthrough tenth. For dates,

the cardinal numbers are always used except for the first of the month. Example: Hoy es el trece de

junio, literally translated: Today is the thirteen of June.

2. Incorrect formation of the pasttense - Many pasttense verbs in English are formed by adding ed.However there are also many irregularities which must be memorized.

Reason - If the student has not learned irregular forms, he may simply generalize and add ed,

such as: He selled hats. Rodrigos lack of mastery of the pasttense also caused him to simply use the

presenttense: He speak to me yesterday, He graduate last year, and I take my books home after school. In

English, we have the option to use did + verb, or use the pasttense of the verb. Rodrigo used both as

in I didnt wanted to do it. Rodrigo was familiar with the English auxiliary did, however he used it in

conjunction with wanted, therefore he overcompensated.

3. Prepositions -In Spanish, there are many idioms where prepositions take many differenttranslations.

Reason - Normally the preposition de means ofin English except for certain idioms. In Spanish,

Voy de vacaciones translates as I go on vacation. Therefore, Rodrigo translated de as the English word of

which is its literal translation.Depende de la escuela meaning It depends on the school. Of course Rodrigo

translated them I go of vacation and It depends of the school. Another preposition error is the Spanish en

which can be translated into English as either in or on. Hence the mistake, I will live on my grandparentshouse.


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3. The third person singular form of the presenttense. In English, this form is the only form that endswith an s. (I sing, you sing, he sings, we sing, you sing, they sing.)

Reason - ELLs, whose L1 is Spanish, typically forgetto place this -s on these verbs. Rodrigofailed to use the s with: he sell, he get, and he stick

4. The verbs do and make.

Reason - In Spanish, there is only one verb, hacer, which can mean either. Therefore, studentsneed to learn in what situations to use do and what situations to use make. Some errors madeby Rodrigo were, I have to make a test and I like doing my own money. An additional error was, Myfriends will make me a date. (My friends will up-date me). I can only surmise thatthis stems fromsome kind of idiom in Spanish with a literal translation of He makes(gets) me updated.

5. Miscellaneous errors :

A. Who is her?

Reason - This error most likely comes from a misuse of pronouns/case. In this case, he used adirect object pronoun for a subject pronoun.

B. There are 90 persons in the class.

Reason - In Spanish, the word personas would be used for people when identifying themindividually in a group setting. He was translating literally and unfamiliar with the collectiveuse of people.

C. I grow-up myself

Reason - In Spanish, a verb is reflexive if the action is being done and received by the subject.In this instance, the subject is not growing something like tomatoes; He is growing up, hence thereflexive pronoun in English, myself. Expression of possession is also different.


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6. Apostrophes

Reason They not exist in Spanish, so possession must be expressed by using the word of.Something is the possession ofsomeone: It is the birthday of my grandmother.

7. Negative expressions

Reason - In Spanish double negatives are commonly used. The Spanish structure would includet

he word not

+ verb + negat

ion word. No puedes hacer nada

t

ranslat

es as You can do nothing or You cannot do anything. Rodrigo translated both negatives; you cant do nothing, which is incorrectin English.

8. The word whole

Reason - In Spanish, the word todo can translate as all, or the whole + noun. Rodrigo had notlearned rules designating which to use in a given situation, therefore he stated, All the state; allthe country instead of The whole state; the whole country

9. Expressing age

Reason - Age is expressed in Spanish using the verb tener + the number of years. Tenerliterallymeans to have, so he expressed, When I had nine years instead of When I was nine years old

10. The verb ganar

Reason - in Spanish means either to win or to earn. Rodrigo had not mastered the difference in

English, hence: After I win enough money I will return to the US.


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Word order errors

1. The phrase: all the time and other types of adverb phrases

Reason In Spanish these adverb phrases normally precedethe direct object, hence You see all the time strikes in the streetinstead of You see strikes in the street all the time. Another oneof the same type of error was, I dont miss too much the beachinstead of I dont miss the beach too much.

2. The phrase: What I am to do?

Reason - Most likely this results from the fact that in Spanish,

subject pronouns are typically omitted and expressed just by averb ending. Since we do not do this in English, this student wasunaware of the location of placement in the question and said:What I am to do? instead of What am I to do?


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Pronunciation Errors

Most errors were due to interference from his L1, Spanish.

There is the additional letter in Spanish

Students may make mistakes with the English vowels a, e, i.

The consonants h, j, r, have different names in Spanish The phonological system of Spanish is different especially with vowel sounds and

sentence stress. This keeps students from acquiring a native-English-speaker accent.

Spanish has 5 vowels and 5 diphthongs. English has 12 vowel sounds and 8diphthongs

The length of the vowel sound is important. Spanish students may have a problempronouncing or recognizing the English vowel sounds. The ones that we saw in myinterview with Rodrigo were: it/it/, her/he/, years/jers/, andstick/stik/.

English consonants are not as big of a problem but some which we found were:vacations/bekens/, years/jers/, and beach/bi/.


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Classifications of Languages:

Genetic Classification.- according to their history. Spanish and English are Indo-European languages.It includes the majority of the languages of Europe, past and present. Among this group, Spanish can

be classified as a Romance language, meaning that it has originated from Latin.

Typological Classification by Word Order - by the word order of the parts of a sentence: the subject,

object and verb. Spanish is a subject-verb-object or SVO language, like English. A simple sentence

follows that construction: Alfonso canta la cancin, where Alfonso is the subject, canta (sings) is the

verb and la cancin (the song) is the object of the verb.

Typological Classification by Word Formation - Verbs are usually inflected a practice called

conjugation. Every verb has a "root", such as cant-, to which various endings are attached to indicate

the sentence subject and verb tense. Thus, cant and cantan both have the same root, with the

endings which provide more information. expresses first person past tense, and an expresses

third person present tense. Alone, the verb endings mean nothing. Spanish also uses inflection for

adjectives to show gender and number: Alfonso canta las canciones largas. (Alfonso sings the long

songs.) As an example of the isolating aspect of Spanish, most nouns are inflected only to show

number. English is more isolating than Spanish, although English too has inflectional features. Wordorder and prepositions are typically used to indicate the function of a noun in a sentence. In a

sentence such as "Paco llama a Anita" (Paco calls Anita), the prepositon a is used to identify which

person is the subject and which is the object. (In the English sentence, it is the word order which

indicates who calls whom, with the subject + verb + object construction). Finally, Spanish and English

both have agglutinative features which is evident with prefixes and suffixes. For example, the

difference between llenar(to fill) and rellenar(to refill) is expressed with the morpheme re-. (Erichsen,2011)

Language Comparison


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What causes problems in L2acquisiton?

Every native speaker of another language is going to have his

or her problems learning English depending on age,

motivation, aptitude, level of emersion, and level ofinterference.


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Common errors

1. False cognates - words that are so similar in bothlanguages that they may be mis-translated. For

example, libreria (bookstore) is often confused withthe English word library. (Library in Spanish isbiblioteca.) Asistir (to attend) is often confused withthe English verb to assist. (To assistin Spanish is

ayudar).


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2. Omission of the subject of the sentence - The verbendings show the subject, so actually saying I, he,they, etc. is not necessary and are used mostly for

clarification or emphasis. As a result, Englishlanguage learners sometimes forget that the subjectis mandatory in English, resulting in errors like: Istime to go.


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3. Gender confusion - Native Spanish speakers oftenget confused when it comes to words like him, her, ortheir simply because the Spanish pronoun su

represents all three, the masculine, feminine, andplural. Adjective and noun ordering is always anissue with for Spanish speakers.


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4. Adjective placement In Spanish, an adjectiveoften comes after the noun, resulting in a literalEnglish translation of: She has a car black. The

adjective is considered more of an afterthought.


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5. English verbs make and do They both translate tothe verb hacer in Spanish. Unless a student isfamiliar with the different uses of each, he will

make such errors as I make homework and I do mybed every day. ("10 common challenges," 2011)


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6. Prepositions - Their translations vary with how they are used in

different idioms. For example, to say in English: My parents areon a cruise, Spanish speakers may make the error My parents

are of a cruise. (In Spanish the preposition de is used:M

ispadres son de crucero) The word de literally means ofinSpanish. Also, in English we get married to someone, and inSpanish we get married with someone. (Me caso con Mario)Most prepositions vary according to the phrases that they are

in.


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7. Verb tense - Ells have problems with choosing theproper tenses with the correct forms, such as I have,but he has. Just as confusing are the irregular past

tense verbs, such as saw, came and went. Studentsmust simply practice these in order to acquire themor else they may generalize and add ed.


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8. Idioms or Slang These are non literally translatedphrases which simply must just be memorized. If thestudent is unfamiliar with them, he will just translate

them literally word for word from Spanish. Insteadof I am hungry they may say I have hunger (Tengohambre.) or instead of It is coldthey may say It hascold. (Hace frio.)


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9. Contractions - In pronunciation, native Spanishspeakers will often forget to finish a contraction,resulting in don for dontor won for wont.


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10. Addition of -e - There is the tendency to add an -e to the beginning of words that start with s, makingfor words like estudy or eschool.


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11. -edoverpronunciation - It is common to over-pronounce the -edon the ends of words such assmoked.


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12. -th sounds Spanish learners have troublemastering sounds which do not exist in Spanish likethe th sound on words like teeth. In Spanish, words

are spelled exactly how they sound.


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13. No silent letters Spanish learners typicallypronounce all vowels, so it is difficult for them tomake an -e silent at the end of words such as time.


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14. No homonyms Homonyms do not exist in Spanishso they are commonly misspelled in English: by / bye/ buy. ("10 common ell," 2011)


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WIDA Can Do DescriptorsGrade Level Cluster 9-12

Rodrigo is presently or above the speaking category Level 4 and isable to perform the following descriptors: take a stance and useevidence to defend it, explain content-related issues and concepts,compare and contrast points of view, analyze and share pros andcons of choices, use and respond to gossip, slang, and idiomaticexpressions, and use speaking strategies. The two descriptors in Level5 that were also observable were: explain meta-cognitive strategiesfor solving problems, and negotiate meaning in pairs or groupdiscussions. It is possible that Rodrigo is able to perform the other 2descriptors in level 5 but I just did not observe the through myinterview: give multimedia oral presentations on grade-level materialand engage in debates on content-related issues using technicallanguage. ("Wida consortium," 2007)


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Example of how to overcome a typicalerror

I take steps to avoid those errors by the manner in which I present thematerial for the first time. For example, I know that prepositions are a bigproblem for students. For example, in English we say at night, but inSpanish they say de noche. (the literal translation of de is of/ from).Another example is por la maana which in English translates: in the morning(the literal translation of por is for). These errors in prepositions can beavoided in the following ways. First, I always teach prepositional phrases,not just a single object. For example, I would not simply teach the wordvacaciones(vacation) because the student may form the incorrect sentenceVoy en vacaciones. (en meaning literally on). The correct phrasing would beVoy de vacaciones. To avoid this, I would present the entire phrase devacaciones = on vacation. I like to use visuals as well. So I would show apicture and have the students repeat: Voy de vacaciones. I would use thisstrategy presenting any prepositional phrases in which prepositions do nottake their literal translation.


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Other ways to avoid errors

I would make sure I give students plenty of practice as well asa lot of recall to make sure the correct prepositions andphrases are acquired correctly and used naturally. I wouldfollow up by using these prepositions correctly in the manyidioms and slang expressions in natural speech situations. Thiscan be done by showing videos or by modeling the correctphrases in conversation. If I were to teach ESL to a student withan L1 other than Spanish I would research the students L1, and

to a certain extent, become a learner of the language myself.It would be important to study the common differences andobstacles for that language learner in his study of English.


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References

10 common challenges spanish speakers have when learning english .(2011). Retrieved from http://www.foxtranslate.com/language/10-common-challenges-spanish-speakers-have-learning-english/

10 common ell errors reprinted from dartmouth writing program.

(2011). Retrieved fromhttp://commed.mpls.k12.mn.us/uploads/10_common_ell_errors.pdf

Erichsen, G. (2011). A linguistic look at spanish. Retrieved fromhttp://spanish.about.com/od/historyofspanish/a/linguist.htm

Wida consortium. (2007). Retrieved from

http://www.wida.us/standards/CAN_DOs/index.aspx

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