Task 4
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School
Western Governors University *
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Course
LPA1
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by ChefGuanacoMaster1043
LZM2, Western Governors University
Task 4
A.
Activity
: Sentence Sculptors Grade
: 4
th
Grade
Subject
: Language Arts
Learning Goal
: Students will understand and apply basic concepts of sentence structure, specifically focusing on syntax and morphology to create clear sentences.
Language proficiency level of students
: Between beginner and intermediate.
Description of activity
:
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I will begin the activity by talking about using sentences when communicating. -
I will then introduce a set of vocabulary words that are related to familiar context.
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I will engage students by having them match pictures with the vocabulary words.
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Next, I will model how to create a sentence using new vocabulary. For example, “My dog (subject) runs (verb) on the road (object).”
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I will use visual aids to help them understand this.
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Now I will divide the class into small groups and provide them with cards that have subjects, verbs, and objects on them like we learned about in class. The group will then have to work together to make meaningful sentences with their cards.
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When the groups are done each group will then share their sentences with the class.
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After every group has shared we will discuss as a class the variety of sentences created. Lastly, I will highlight the impact of word order to make meaningful sentences.
1.
This activity follows the CLT approach by emphasizing meaningful communication. When the students are put into groups this group work allows students to engage with the language in context, applying their understanding through syntax and morphology.
2.
This communicative activity helps students learn syntax and morphology by allowing them to participate in sentence construction. Students were able to take subjects, verbs, and objects and make meaningful sentences by collaborating together as a group. B.
Four different types of error correction in spoken language are explicit correction, recast, metalinguistic clues, and repetition. -
Explicit correction is directly providing the correct form to the student/learner. Lyster
and Ranta (1997) found that explicit correction only provided 10% of repairs and 0 student generated repairs (pg.4). -
Recast involved rephrasing/repeating the learner’s statement in corrected form without specifically pointing out the error. Lyster and Ranta (1997) found that recast had 36% of repairs and 0 student generated repairs (pg.4). Lyster and Ranta (1997) state “recasts and explicit correction did not result in student-generated repair at all, because those two feedback types provide students with the correct forms and thus can only lead to student repair that is a repetition of the correct form provided by the teacher.” (pg.4).
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Elicitation involves asking the learner question to help them self-correct their error. According to Lyster and Ranta (1997) their research shows Elicitation had 23% of repairs and 43% of student generated repairs (pg.4).
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Metalinguistic feedback involves providing the learner with language rules related to the error they made which will allow the learner to understand the correct form. Lyster and Ranta (1997) found that metalinguistic feedback had all repairs percent of 14% and student generated repairs of 26% (pg.4).
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1.
Explicit correction: An example of how this could be applied in the classroom is if a student says “I gone to the mall,” the teacher can respond, “No, you didn’t say that correct. It should be ‘I went to the mall.”
Recast: An example of how this could be applied in the classroom is if a student says “She don’t like soccer,” the teacher could respond “She doesn’t like soccer? What other sports does she not like?”
Elicitation: An example of how this could be applied in the classroom is if a student says “She have three brothers,” the teacher could reply, “How can we talk about possession in English? Can you remember the rule?”
Metalinguistic Feedback: An example of how this could be applied in the classroom is if a student says “I have two childs” the teacher could reply, “Good effort, but remember when we talk about more than one child we use the plural form children.”
C.
The statement “I have lived in United States since five years”:
The grammar skill I would teach for a student making this error would be time expressions. The student uses the word “since” as specific duration but the correct way to
say this statement would be using the word “for”. To address this the student would need to be taught the correct usage of expressions.
In usage-based language acquisition theory, learners acquire language through exposure to meaningful contexts. This involves acquiring the appropriate preposition based on the temporal context, a skill that develops through exposure and usage in meaningful contexts.
The statement “I have three childrens”:
The grammar skill I would teach for a student making this error would be plurals. In this sentence the error is the plural form of “children.” This student would need to be taught
how to correctly pluralize nouns. In usage-based language acquisition, learners build their
knowledge through exposure to patterns in the language.
The statement “She bringed the snacks”:
The grammar skill I would teach for a student making this error would be past tense verbs. This student used an incorrect past tense form of the word “bring.” The correct sentence would be “She brought the snacks” I would emphasize the correct past tense form for this student. In usage-based language acquisition, learners internalize grammatical structures through exposure to varied language input.
Resources
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
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