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ENG 212 Contrastive Analysis of English & Spanish
                        Professor Cristina Guerra
   Presentation date: Tuesday, November 29, 2011
  By: Jossette Taveras & Vanessa Sánchez-Negrón
Purpose of this presentation
Discuss and present examples of common ESL errors from

student journals in a real setting.

    Language Arts class, fifth grade students with various

     learning disabilities within an inclusive (heterogeneous)
     classroom

    General definition of learning disabilities
Learning Disabilities
A general term that describes specific kinds of
learning problems.
 Causes a student to have trouble learning and using
 certain skills.

   The skills most often affected are:
     reading
     writing
     listening
     speaking
     reasoning
     math
Learning Disabilities (cont.)
 Vary from person to person


 Researchers think that learning disabilities are caused
 by differences in how a person's brain works and how
 it processes information.

 Children with learning disabilities are not "dumb" or
 "lazy." In fact, they usually have average or above
 average intelligence. Their brains just process
 information differently.
Objectives
Define language
Define phonology, morphology
 and syntax
Identify and explain common ESL
 errors
What is language?
 Language is a complex and dynamic system which connects
 certain groups of sounds and meanings. This system
 contains at least two kinds of units, words and
 sentences, plus a group of rules which tell us how to
 combine the smaller units into larger units. Every language
 has a different set of rules for combining the units that
 make up the language.


       The essential purpose of
     language is communication.
Phonological System
 Phonology is the sound system of a
 language.

 Each language makes use of only a small
 number of the wide range of possible sounds
 that human beings are capable of uttering
 and discerning.
Morphological System
 The system of how words are built. Morphemes are
 meaningful units, which can sometimes stand alone as
 words; but often appear in combination with other
 morphemes.

 It is important to know that words are built
 systematically.

 Can be defined as a branch of linguistics concerned
 with analyzing the structure of words. The
 morphology of a given word is its structure or form.
Syntax
 Syntax refers to the structure or architecture of sentences.
Research: Student Journals
Common ESL Errors
Performance Errors
  indicates that the error is not due to the speaker’s
   ignorance of the grammatical rules
  a processing mistake that occurs while a language
   learner or native speaker is in the act of speaking or
   writing

      EXAMPLE: a lack of subject-verb agreement in a sentence
      * No matter where you live, the great taste of your favorite
       Lays flavors are just around the corner.
Common ESL Errors
Imperfect Learning
  Learners have not internalized the rule and/or the
   restrictions that apply to that rule

Overgeneralization
  Occurs when the learner applies a grammar rule to
   forms that do not take it

Influence of the Native Language
  Many ungrammatical sentences that English language
   learners produce result from the transferring of grammar rule
   from their native language to English
Research: Student Journals
Student Journals
Student Journals
Let’s identify the
common errors!
Research: Student Journals
Food for Thought
  Teachers need to provide learners with
  opportunities to write about topics that
  are relevant to their lives, to participate in
  various writing activities, and to feel that
  their writing has value. By integrating
  writing with content at every level of
  instruction, teachers help learners find
  their own voices in their new language and
  develop the ability to communicate
  effectively in different contexts and
  with different audiences.
You can teach a student a lesson for a
day; but if you can teach him to learn by
 creating curiosity, he will continue the
  learning process as long as he lives.
             ~Clay P. Bedford
Questions/ Comments
References
Cowan, R. (2007). Teaching Grammar. The teacher's
  grammar of English: a course book and reference
  guide, with answers (pp. 28-59). Cambridge:
  Cambridge University Press.
Learning Disabilities. (n.d.). www.medicinenet.com.
  Retrieved November 22, 2011, from
  www.medicinenet.com/learning_disability/article.ht
  m
Peregoy, S. F., & Boyle, O. (2005). Second Language
  Acquisition. Reading, writing, and learning in ESL: a
  resource book for K-12 teachers (4th ed., pp. 2-71).
  Boston: Pearson/Allyn and Bacon.
Research: Student Journals

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Research: Student Journals

  • 1. ENG 212 Contrastive Analysis of English & Spanish Professor Cristina Guerra Presentation date: Tuesday, November 29, 2011 By: Jossette Taveras & Vanessa Sánchez-Negrón
  • 2. Purpose of this presentation Discuss and present examples of common ESL errors from student journals in a real setting.  Language Arts class, fifth grade students with various learning disabilities within an inclusive (heterogeneous) classroom  General definition of learning disabilities
  • 3. Learning Disabilities A general term that describes specific kinds of learning problems.  Causes a student to have trouble learning and using certain skills.  The skills most often affected are:  reading  writing  listening  speaking  reasoning  math
  • 4. Learning Disabilities (cont.)  Vary from person to person  Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information.  Children with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Their brains just process information differently.
  • 5. Objectives Define language Define phonology, morphology and syntax Identify and explain common ESL errors
  • 6. What is language?  Language is a complex and dynamic system which connects certain groups of sounds and meanings. This system contains at least two kinds of units, words and sentences, plus a group of rules which tell us how to combine the smaller units into larger units. Every language has a different set of rules for combining the units that make up the language. The essential purpose of language is communication.
  • 7. Phonological System  Phonology is the sound system of a language.  Each language makes use of only a small number of the wide range of possible sounds that human beings are capable of uttering and discerning.
  • 8. Morphological System  The system of how words are built. Morphemes are meaningful units, which can sometimes stand alone as words; but often appear in combination with other morphemes.  It is important to know that words are built systematically.  Can be defined as a branch of linguistics concerned with analyzing the structure of words. The morphology of a given word is its structure or form.
  • 9. Syntax  Syntax refers to the structure or architecture of sentences.
  • 11. Common ESL Errors Performance Errors  indicates that the error is not due to the speaker’s ignorance of the grammatical rules  a processing mistake that occurs while a language learner or native speaker is in the act of speaking or writing  EXAMPLE: a lack of subject-verb agreement in a sentence  * No matter where you live, the great taste of your favorite Lays flavors are just around the corner.
  • 12. Common ESL Errors Imperfect Learning  Learners have not internalized the rule and/or the restrictions that apply to that rule Overgeneralization  Occurs when the learner applies a grammar rule to forms that do not take it Influence of the Native Language  Many ungrammatical sentences that English language learners produce result from the transferring of grammar rule from their native language to English
  • 18. Food for Thought Teachers need to provide learners with opportunities to write about topics that are relevant to their lives, to participate in various writing activities, and to feel that their writing has value. By integrating writing with content at every level of instruction, teachers help learners find their own voices in their new language and develop the ability to communicate effectively in different contexts and with different audiences.
  • 19. You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives. ~Clay P. Bedford
  • 21. References Cowan, R. (2007). Teaching Grammar. The teacher's grammar of English: a course book and reference guide, with answers (pp. 28-59). Cambridge: Cambridge University Press. Learning Disabilities. (n.d.). www.medicinenet.com. Retrieved November 22, 2011, from www.medicinenet.com/learning_disability/article.ht m Peregoy, S. F., & Boyle, O. (2005). Second Language Acquisition. Reading, writing, and learning in ESL: a resource book for K-12 teachers (4th ed., pp. 2-71). Boston: Pearson/Allyn and Bacon.