Second Language Acquisition

Another book from Rod Ellis. From all the three books (Ellis, Brown) I learnt about Contrastive and Error analysis. This is very important to the background of my study as i'm using this method to analyze the data from my study.

This is what i cite from my proposal. In the 60s and 70s, contrastive analysis is used as a methodology in second language acquisition research. Most contrastive analysis studies assumed that errors occurs due to the interference of learners mother tongue and consequently, contrastive analysis may be most predictive at the level of phonology and least predictive at the syntactic level (Richard, 1974) hence learning is facilitated when “learners benefit from positive L1 transfer are encumbered by negative transfer” (James, 1998, p.179).

It is then replaced with Error Analysis which claimed that it is used to predict learner’s errors by comparing the native language and the target language. Learner’s errors are regarded as sources utilized to understand if errors are the result of L1 transfer or developmental or from other explanations. Although what constitutes L2 errors remains unclear, it is important to establish the source of error to understand the process of L2 acquisition (Ellis, 1995).

Mandarin-Speaking EFL Children’s Error Types Analysis of Oral Production in CLT Classroom

The only study on Children. Most of the literature i found is dealing with teenagers to adult learners. The study identify Mandarin-speaking EFL children’s errors types of oral production in CLT classroom.

The results show that EFL children make mostly omission type, e.g. What is that? It’s Christmas present. In addition, the addition type is also found, e.g. Can not go to plays. In this study, children also make a substitution error, e.g. What makes you tired? See a book. This study implies that EFL Mandarin-speaking children in classroom setting make different types of errors which function to indicate children’s complex process of language development.

http://www4.nccu.edu.tw/ezkm11/ezcatfiles/cust/download/attach/8/gn%20paper%20rael.pdf

The influence of the grammatical structure of L1 on learners’ L2 development and transfer patterns in ESL academic writing: A comparative study (A cas

A good reading. The study investigates whether grammatical structure of learners’ L1 plays a role in learners’ English L2 development and can result in transfer into L2 writing, and aims to find patterns of language use and error in learners of English as a second language with respect to their native language and their levels of English proficiency by studying a corpus of writings produced by such learners.

The results of the study show that learners’ L1 plays a role in learners’ English L2

development and and does result in transfer into L2 writing.

i can use this thesis as my literature review.

http://proquest.umi.com.ezaccess.library.uitm.edu.my/pqdweb?index=48&did=1397899621&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType

Teaching by Principles An Interactive Approach to language Pedagogy

This one doesn't help much but i will need this later for my discussion chapter. This book provides me with pedagogical approach in handling student's error in language learning..

Principles of Language Learning And Teaching- H. Douglas Brown

Finally i found this book. I knew i had it somewhere! A good book to read on L1 interference, Error Analysis, Transfer e.t.c This would help me in my literature review. There's another book from Brown that i will show later..

Markin 3.1 software

Recently i read a study on L1 interference in English essay by Saadiah Darus, and i found that she used this software to analyze the errors is student writing product. Try to find it in the internet and do a little bit of study on this software. I decided to use this software to analyze the errors and include it in my Data Collection.

http://www.brothersoft.com/markin-89036.html

Exploring the Negative Transfer on English Learning

Another article on L1 interference. Like the previous articles, this article is an attempt to find out the phenomena of mother language’s negative transfer in English learning by means of Chinese-English translation, with the purpose of showing how the Chinese learners of English are negatively influenced by their mother tongue knowledge in learning English.

So far I've learnt more key terms from the articles I've read. I need to work on my Problem Statement now. I sent my problem statement before and still there are numbers of things to be improved.

www.ccsenet.org/journal/index.php/ass/article/view/2981/2748

GETTING STUDENTS TO USE ENGLISH WITH FEWER ERRORS

I choose this article because it stated the definition of errors and mistakes. It also points out the sources of error.

apps.emoe.gov.my/ipba/rdipba/cd1/article115.pdf

Lexical Mismatching in Chinese Students’ EFL Writing

This is also a good article. It is about the choice of words in written exercise. Due to direct translation, students tend to use words which is out of the meaning in context.

www.linguist.org.cn/doc/su200605/su20060503.pdf

English, Mother Tongue or Singlish? Factors affecting the spelling of primary school pupils in Singapore and pedagogic implications.

Spelling system. hmmm.. i guess it is interelated with reading, speaking and writing. Weakness in vowel system is one of the factors. We knew Chinese had different vowel system, so it might affect the spelling in L2.

conference.nie.edu.sg/paper/Converted%20Pdf/ab00054.pdf

Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners

I want to look at the writing system of Chinese Language. The question is, does it effect L2 acquisition? Can it be inteference?

http://www.pitt.edu/~perfetti/PDF/Alphabetic%20and%20nonalphabetic%20L1%20effects%20in%20English%20word-%20Wang,%20Koda.pdf

Understanding Second Language Acquisition

Reading about the role of the first language and trying to find the definition of interference and language transfer. A good book to start with..

Common Errors in Written English Essays of Form One Chinese Students: A Case Study

This article narrow it's subject into form 1 students. If i use my year six pupils, they might have the same level of proficiency. It focuses on investigating the most common errors in essays written in English. The results of the analysis show that four most common errors were mechanics, tenses, preposition, and subject-verb agreement. In composing these essays, the students were very much influenced by their L1.

Hmm.. a good article. Related to what i'm going to study. Other than using it as my reference in my study, i will get some ideas on how to carry out the research on this topic. It is simpler than the second article, i read earlier, which is about the 'verb raising'..

www.eurojournals.com/ejss_10_2_07.pdf

ENGLISH ERRORS AND CHINESE LEARNERS

i have to find a research with Malaysian setting. Found one. I quote the findings from this research. " Analyses of data revealed that most of the errors committed by the respondents were

comprehensible ones. With reference to the selected grammatical items, the analysis established that respondents faced particular difficulty in the use of verbs, prepositions and spellings". What i learn from this article is that errors are view as to represent stages of language acquisition. Wow thats new! Sometimes we, as teachers often get angry when pupils or students made mistakes. This is why i have to change the way i look at students' mistakes or errors!

www.sunway.edu.my/others/vol1/rashid.pdf

Another Look at ‘Verb Raising’ in the L2 English of Chinese Speakers

Still thinking on the PROBLEM STATEMENT. There are many research done on L1 interference, negative transfer, and interlanguage. Most of them are focusing on errors in students written product. This is through error analyses. This is one of the examples. This article is just for me to understand what type of grammatical errors made by Chinese students in their L2 writing exercise. I decided to focus on students' writing but there are limitations. My subject is going to be primary school pupils. wELL, I guess it is worth trying..

www.lingref.com/cpp/gasla/7/paper1157.pdf

A Study of L1 Interference in Chinese Senior High Students’ English Writing

An interesting topic. Focuses on Learner errors resulting from L1 Chinese interference in written production of L2. The title caught my eyes. Hmm.. L1 interference? Why not. Since I’m teaching in a Chinese school, why not do a research on my students. (Just to prove to my headmistress, why some Chinese students are weak in English. Not solely to be blame on the teachers(teachers not doing their work), but there are interference..)

www2.hssh.tp.edu.tw/communitize/share/94/94-4.pdf

My EDU 702

Can't believe i'm doing this. For a person who always kept everything to herself, i'm not use to expressing myself to the public. But in order to catch up with the rest of the class, i have to be out of my 'cocoon'. All i have to say to myself, be brave Aumi. This is just the beginning.