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UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
“Language Learner Profile”
Ingrid Bello Acuña,
Paulina Escobar Aguayo.
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INTERVIEW
Good afternoon, thank you for the opportunity to interview you
1. Interviewer: How are you today?
2. Learner: I am… I am like the play in the computer.
3. Interviewer: How old are you?
4. Learner: Fifteen… fifteen years old.
5. Interviewer: Do you practice any sport?
6. Learner: Football, football.
7. Interviewer: How often do you practice sport?
8. Learner: Once an the mouth.
9. Interviewer: Tell me about yourself.
10. Learner: I am intelligent and I like the look the movie and the play my phone and I
am the talk and my friend.
11. Interviewer: What’s your favorite food?
12. Learner: Lasagna
13. Interviewer: What’s your favorite movie?
14. Learner: And the saw.
15. Interviewer: What do you want to study in the future?
16. Learner: Tecnic of construction.
17. Interviewer: What’s your favorite friend’s name?
18. Learner: Eliazar
19. Interviewer: What is more important for you, “your friends” or “your family”?
20 Learner: My family
21. Interviewer: Why?
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22. Learner: I am family I love you so much, we, we I love you so much and have a
good relationship.
23. Interviewer: Tell me about your family.
24. Learner: My family is wonderful, much comprehensive.
25. Interviewer: Do you have brothers and sisters?
26. Learner: Yes.
27. Interviewer: How many brothers and sisters do you have?
28. Learner: And the one brother and the one sister.
29. Interviewer: Tell me about your father.
30. Learner: My is work in the topography
31. Interviewer: Tell me about your mother.
32. Learner: My mother in the work in the house and…
33. Interviewer: Do you have any pet?
34. Learner: Yes.
35. Interviewer: Is your pet important for you?
36. Learner: Yes.
37. Interviewer: Why?
38. Learner: What I love you.
39. Interviewer: Do you take care your pet?
40. Learner: Yes, yes, yes, yes.
41. Interviewer: What do you do in your free time?
42. Learner: And the play in the computer, the look TV and the sound the music.
43. Interviewer: Do you like to read?
44. Learner: Yes, yes.
45. Interviewer: Why?
46. Learner: And the comprehensive and the beautiful and the read and…
47. Interviewer: How often do you study?
48. Learner: When I study. Mmmm, sometimes.
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49. Interviewer: Do you like to study?
50. Learner: No.
51. Interviewer: Why do you consider that to study is important for you? Why not?
52. Learner: My, I study is important why on the next I professional.
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Report
1. English background of the learner
The learner interviewed is fifteen years old and he has been exposed to English
language form 5 grade (secondary school) with no more than 2 hours during the
week. Actually, the learner is in the high school, exactly in second medio at
“Colegio Los Acacios” in Concepciòn. This is not bilingual school thus; he has no
more than 4 hours of English language in a week. In addition, the learner generally
listens to music in English. His favourite singer is Michael Jackson. Besides, the
learner generally watches movies in English and the learner watches movies with
subtitles in English.
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ANALYSIS
Through the interview we could identified some weaknesses in the use of
English made by the learner. Some weaknesses were in the grammatical area;
furthermore, a lack of vocabulary. In the case of grammar the most common issue
was the wrong use of definitive article “The”. The learner constantly added this
article before verbs. Another issue was the problems with vocabulary. The learner
used wrong verbs in the sentences. For example: look instead of watch, sound
instead of listened and so on.
We could realize that the students have these failing because he still presents
a strong interference with the L1. He uses a similar grammatical structure that in
Spanish. He applies the same grammatical rules in English and for this reason he
makes these mistakes when he speaks. Also we have to add that the learner usually
listens to music in English and maybe this is another reason why the students made
mistakes when he speaks in English. We believe that he imitates his favourite singer
and the way the singer speaks or the actors speak in the movies. We think that
nowadays both music and movies have a great impact and influence on teenagers
and our learner is a clear example of this.
We have to recognize a very important issue, the learner`s attitude, he was
really confident during the interview and spoke fluently. Clearly the learner does
not have problem with fluency, he has only problems with accurancy (vocabulary
and grammatical structures)
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ANALYSIS
From a grammatical point of view the learner has the following
weaknesses:
1.- Issues with the use of definite article “the”
Example 1 the learner said: ... I am like the play in the computer. (L2)
Maybe the learner would want to say: I like playing in the computer
Example 2 the learner said: ... I like the look the movie and the play my phone and
I am the talk and my friend. (L10)
Maybe the learner would want to say: I like watching the movies and playing with
my phone and talking with my friend.
Example 3 the learner said: And the saw
Maybe the learner would want to say: Saw
Example 4 the learner said: And the one brother and the one sister (L28)
Maybe the learner would want to say: I have one brother and one sister
Example 5 the learner said: My mother in the work in the house and (L32)
Maybe the learner would want to say: My mother works in the house and
The learner repeats the definite article “the” several times when he
speaks. Maybe it is because in Spanish, we generally use the article
before names, nouns, etc. We have to consider that this is a wrong
use of this article in Spanish and unfortunately the learner repeats
the same error when he speaks in English
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2.- Issues with verb tenses
Example 1 the learner said: ... I am like the play in the computer. (L2)
Maybe the learner would want to say: I like playing in the computer
Example 2 the learner said: ... My is work in the topography (L30)
Maybe the learner would want to say: my father works as a surveyor
Example 3 the learner said: my mother in the work in the house and (L32)
Maybe the learner would want to say: my mother works in the house and
Learner has difficulties with the verb “to be”, especially with the use
of the simple present tense. Also the learner does not add the final
“S” in the case of the third person singular maybe he is not totally
clear about the use of the verbs tenses
3.- Issues with pronouns.
Example 1 the learner said: ... I am family I love you so much. (L22)
Maybe the learner would want to say: I love my family, I love them so much
Example 2 the learner said: ... What I love you. (L38)
Maybe the learner would want to say: because I love it
Example 3 the learner said: My, I study is important (L52)
Maybe the learner would want to say: My studies are important
Learner has an enormous confusion between subject pronouns and
object pronouns. He tends to confuse these. We would say that the
learner does not know when he has to use a subject pronoun and
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when he has to use an object pronoun. We strongly believe that the
students repeat the sentence “I love you” instead of “I love them”
because this is a very typical and common sentence used in movies
and songs and maybe the students remembers this easily because he
has listened this sentence several times before
In the case of vocabulary the learner has the following weakness:
Example 1 the learner said: ... My family is wonderful, much comprehensive
(L24)
Maybe the learner would want to say: My family is wonderful and understanding
Example 2 the learner said: ... And the comprehensive and the beautiful and the read and… (L46)
Maybe the learner would want to say: because read is interesting and beautiful
In both examples the learner used the mother tongue because in Spanish
we say “comprensivo” (it is an interference of L1)
Example 3 the learner said: My is work in the topography (L30)
Maybe the learner would want to say: my father works as a surveyor
In this example the learner made the same relationship than in Spanish
because in Spanish the family word of topography is “topògrafìa,
topògrafo” ; however, in English we cannot do the same relationship with
words. In this case the correct words is surveyor
Example 4 the learner said: I like the look the movie and the play my phone and I am the talk and my friend.(L10)
Maybe the learner would want to say: I like watching movies and playing with my phone and talking with my friend.
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In this case the students used the verbs “look” instead of “watch”. It was
maybe because the students learned at school that verb look means to turn
your eyes; nonetheless , he does not know that in the case of be in front of
a screem we have to use the verb “watch”., He gives a generally uses it
this verb (look)
Example 5 the learner said: why on the next I professional.(L52)
Maybe the learner would want to say: because I will be professional next year.
From a phonetics point of view the learner has the following weakness:
1.- Problems with the stress patterns
RP learner
Fifteen ˈfiftin ˈfiftin
RP learner
relationship rɪˈleɪʃnʃɪp relɪnʃnˈʃip
2.- problems with some vowels sounds
RP learner
Phone fəʊn fɒn
RP learner
Love lʌv lɒv
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RP learner
Sometimes ˈsʌmtaɪm sɒmtaɪms
3.- Problems with soem consonants sounds
RP learner
The ðə de
RP learner
Football ˈfʊtbɔ:l ˈfʊbbɒl
RP learner
Intelligent ɪnˈtelɪdʒənt inˈtelɪgen
COMMENT: we think that in this particular area (phonetics) the students
has weaknesses with vowels and consonants and also with the stress
patterns because he has not any notion about phonetics; furthermore, he
only repeats the sounds according how he listens or how he reads. Clearly
he does not know that in English there are twenty different vowels sounds
and twenty two consonants in Spanish and he tends to use these sounds
when he speaks in English
Interview (phonetics transcription)
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From the interview we took the following lines which were taken from the
learner`s answers:
Do you practice any sport? en de ˈfʊbbɒl. (L6)
How often do you practice sport?ˈwɒns ʌn de mæk (L8)
Tell me about yourself.
aɪjʌm inˈtelɪgen ən aɪ laɪk de luk de mu:bi: ʌn de pleɪ ʌn de maɪ fɒn en aɪjʌm de tɒk ʌn maɪ fren. (L10)
Future needs
Based on one the weaknesses of our learner “The use of the definite article
the” we propose the following to solve it. First, English has to be taught
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not only from a grammatical point of view, but also in context. Nowadays,
a great percents of the students know what a verb is; however they do not
know when to apply these in a real situation. In this particular case the
learner absolutely does not know when he has to apply the definite article
and when he does not.
Other issue is about verb tenses, as we know it is so hard for students.
Because they understand the grammatical structured but as we wrote
before the idea is to teach grammar based on functions, not only as
isolated words, but also with functions in order to the students develop the
capacity to connect words into sentences, paragraph etc. As a conclusion,
the idea is to teach communicative English instead of structural English.
Learning strategies lesson planning form
Content are : English Topic : Grammar
Grade : Low beginners
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Objectives
Content knowledge/skills: Use of definite article in reading.
Learning strategy : Recognize, highlight and underline key words
in a piece of writing.
Procedures
Preparation
How will you find out what strategies your students are already using for
this type of task?
1. Apply check lists (it could be in Spanish) which give us
information about how our learners learn. The learner is going to
check some options that represent how they prefer to learn a
language (go to annex)
2. Ask students what strategies they use to comprehend when they
read, both in their native language and in the target language.
Encourage students to share their strategies, and write those
strategies on the board.
“When you read, what things you do to help yourself understand the
story?”
Presentation
How will you model and describe the strategy? What name will you
give the strategy in your target language?
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First, the teacher is going to use a piece of writing as an example to the
students learns what they have to do after.
1. Identify the definite article “the” in the text.
“Well students, we are going to identify the definite article “the” in the text.
If you don’t know indentify some words in a text is very useful and
affective for you, because if you do a good job you can understand the main
idea of a text and in this particular case the use of some words in a text. You
have to underline and highlight the word “THE” with a bright color and then
you have to underline the word which is after the definite article “the” (you
may also demonstrate how to identify these words, if you feel it is
necessary).
Now, look at the screen. We are going to identify the word together. You
and me. If you can see there is one definite article here. (all of this activities
are based on a small text)
Practice
How will students practice the strategy using the content and language
you want them to learn?
Have students work in pairs to use identifying to find the word “THE”
and when the find one, the have to rise their hand and say where is the
word. For example: The house. The teacher will write the example on
the board. After all of the examples the teacher will explain the use of
the definitive article “the” (the activity is base on a small text
according to the age of the students and their interest)
Evaluation
How will your students assess whether the strategy helped them learn?
Will you use the strategy “identifying” in the future?
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Apply a check list (it could be in Spanish) which gives us information
about how successful the strategy was for them, orally. With questions
such as:
It was easy for you to find the definite article “the” in the text?
Could you recognize what world were before or after the
article?
According this text could you said me if the article can be used
in every sentence? Do you consider that this strategy help you
to understand the use of this article? Or you don`t?
This strategy helps you to understand or identify another thing.
Tell me what
Expansion
How will students transfer teh strategy to other tasks and
situations?
They can apply this strategy in different classes such as, the
language class, literature class and the history class. All the subjects
connected with reading. The purpose is to abstract new vocabulary
and the applications of some structures. Also it is help to understand
the main of the text and some details
Reflexiones en el aprendizaje del lenguaje
¿Cómo tú aprendes un lenguaje?
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¿Cómo tú prefieres aprender un lenguaje? ¿Què es lo màs
conveniente para ti?
- Leer un diccionario
- Leer un libro
- Haciendo listas de vocabulario
- Viendo tv
- Estudiando gramática
- Escribiendo historias
- Leyendo diccionarios
- Aprendiendo canciones
- Traduciendo
- Usando un computador
- Leyendo materiales auténticos (historias, publicidad etc)
- Escuchando la radio
- Aprendiendo diálogos
- Estudiando solo
- Estudiando con amigos
- Hablando con hablantes nativos
- Hablando con tus compañeros
(Take and modified from “the learning strategies” by Anna Uhl,
Sarah Barnhard, Pamela Beard and Jill Robbins, pag 56)