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LING212- SLA Introduction to Term 2

LING212- SLA Introduction to Term 2. Florencia Franceschina 13 January 2005. Term 2. Project-based Lectures: Focus on the common theoretical and methodological issues across projects Seminars: You will get more individualized support on your project

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LING212- SLA Introduction to Term 2

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  1. LING212- SLAIntroduction to Term 2 Florencia Franceschina 13 January 2005

  2. Term 2 • Project-based • Lectures:Focus on the common theoretical and methodological issues across projects • Seminars:You will get more individualized support on your project • Assessment: Written report on your research project

  3. Rationale for Term 2 project To put to use the theoretical knowledge you acquired in Term 1, in areas such as: • The effects of the L1 on SLA • The role of the L2 input in development • The impact that the age at which an L2 is acquired has on L2 development • The routes and speed of SLA • The topic that you researched for your T1 essay

  4. Term 2 project phases • Finding a RQ • Designing a study to answer your RQ (including selecting appropriate data set) • Carrying out your study • Writing up a report on your study Individually/ in groups Individually

  5. Database training Regardless of which dataset you decide to use for your project, you must familiarize yourself with the following databases and their tools: • CHILDES • FLLOC • ICLE • HKC

  6. CHILDES • Child Language Data Exchange System • HUGE database, containing transcripts, audio and video tape from a large number of language learners (including, monolingual L1 learners, bilingual learners, L2 learners, speakers with language impairment, children and adults, from a large number of language backgrounds) • http://childes.psy.cmu.edu/

  7. FLLOC • French Learner Language Oral Corpora • Spoken data from a range of tasks with L1 English / L2 French learners. • Some longitudinal and some cross-sectional data. • Transcripts can be analysed using CLAN tools • www.flloc.soton.ac.uk

  8. ICLE • International Corpus of Learner English • Academic essays from English learners of a range of L1 backgrounds (all European) • http://www.fltr.ucl.ac.be/fltr/germ/etan/cecl/Cecl-Projects/icle/icle.htm

  9. HKC • Hinestroza-Kim Corpus of learner English • Available from Florencia • Collection of 92 academic essays written by L1 Chinese learners of English attending a 4 week pre-sessional course in Lancaster. This is a short-term longitudinal corpus: we have one essay per week for almost all of 27 students who attended this 4-week course.

  10. Collecting your own data You may also collect your own data, but only if you have easy access to learners and are very clear about how to elicit/collect your data. You must discuss it with Florencia before next week if you think this is what you would like to do.

  11. Finding a RQ • Read through the list of suggested RQs (again) and choose one or two that you might like to do for your project • Get into small groups and discuss how you would refine the chosen questions (e.g., what is X, what is Y, etc.) By next week you will have to have a RQ for your Term 2 project, and decide whether you will work individually or in groups.

  12. Start thinking about your dataset You may use any of the following: a. CHILDES/FLOC data b. ICLE data c. Comparison between a and b d. HKC data d. Data collected by you e. Other appropriate comparisons between two of the above

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