LPA1 Task 4

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Western Governors University *

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Linguistics

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Oct 30, 2023

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LPA1 Task 4 Jessica Labo Western Governers University August 8, 2023

A My communicative activity is designed for first graders at the intermediate proficiency level. It is a language arts lesson that will promote communication, as well as proper order and/or positioning of words. Students will be given a word on an index. Then, they must read the word and turn it over. Next, they will collaborate with the rest of the students in order to figure out where their word goes in the sentence. Once they feel as if the words are positioned in the correctly, they will hold up their words and we will read the sentence together to determine if the word order is correct. A1 Communicative Language Teaching (CLT) focuses on cooperative learning where students communicate and work together to complete a task. My activity follows the CLT approach by allowing students to communicate with peers in order to solve a problem. Students must ask questions, such as “What is your word?” or “Where do you think your word goes?” In addition, they must work together in order to build the sentence which will help enhance their communication skills. A2 Syntax “is the study of the rules governing the relationships between words and the ways they are combined to form phrases and sentences.” (Wright, 2019) Syntax focuses on the order of words and ensuring that a sentence makes sense. My activity will require students to place words in the correct order to form a sentence. This activity will help students learn the concept of syntax by reinforcing the correct usage and order of words. B & B1 There are different types of error correction in the spoken language. One type of error correction is explicit correction. Explicit correction consists of “clearly indicating that the student's utterance was incorrect, the teacher provides the correct form.” (Tedick, et al., 1998) An example of explicit correction would be a student saying, “Me did my homework” and the teacher explicitly stating, “We do not say me did, we say I did my homework.” Another type of error correction is recast error correction. Recast error correction doesn’t directly state that the student's statement was incorrect. Instead, the teacher corrects the error in a subtle way. (Tedick, et al., 1998) An example of recast error correction would be a student saying “Yesterday I will play with my friends and the teacher may respond by saying, “Yesterday you played

with your friends?” Additionally, clarification request is another type of error correction. This type of error correction involves the teacher indicating that the statement was incorrect and not understood. It requires the student to fix any mistakes and repeat the statement. (Tedick, et al., 1998) An example of clarification request would be a teacher responding to a student by stating, “I do not understand.” Metalinguistic clues is an additional type of error correction. In this correction the teacher does not provide the correction, however he or she indicates an error by asking questions to help the student identify the error. (Tedick, et al., 1998) An example of metalinguistic clues may be a student saying, “The ball talked” and the teacher would say, “Do balls talk?” C The first sentence incorrectly uses prepositions. The sentence should say, “I have lived in the United States for five years.” The grammar skill that I would focus on is how to use the prepositions “for” and “since” correctly. We use the word “for” when we are talking about a period of time such as, “for the month.” I would teach students that we use the word “since” as a preposition when we are referring to a specific time when something happened or started. For example, we would use “since” as a preposition in the phrase, “since I was little.” I would provide my students with a variety of sentences where they would have to choose to use either “for” or “since” correctly in the sentence. I would use predictable phrases to help students identify the correct preposition such as, “for a long time.” and “since I was born.” Usage-Based Theory of Language Acquisition confirms that “many function words can only be learned through efforts to isolate their functional contribution in some larger and less predictable set of phrases.” (Bavin, 2009) Having the students’ use the prepositions in phrases will help them remember when and how to use them correctly. The second sentence uses irregular plurals incorrectly. The sentence should say, “I have three children.” The grammar skill I would focus on would be how to identify irregular plurals. I would teach the grammar rules for making nouns plural. To make most nouns plural we would simply add “s”, however there are exceptions to that rule. For example, mouse is one and mice is more than one. I would have students work with a variety of irregular plurals to determine the correct usage. I would have students play a memory game where they have to identify the irregular plural form of a word. According to Usage-Based Theory of Language Acquisition, students learn by language use. The more

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the student sees and recognizes irregular plurals, the better he or she will understand how and when to use them. There is not a specific rule for irregular plurals, therefore the concept will mainly be learned through repetition and practice. The last sentence uses a transitive verb incorrectly. The sentence should say, “She brought snacks.” The verb “bring” will become “brought if it is being used in the past tense. The grammar skill I would focus on would be how to use transitive verbs. I would have students choose the correct transitive verb by using and saying each one in a sentence. I would have students identify any mistakes on their own by asking them if the statement makes sense. For example, if I gave a student the transitive verb “come” to use in a sentence and they said, “I comed to school.” I would ask him or her if the sentence made sense or if there was another way to say the sentence. After the student identified and corrected the error I would have them practice using the transitive verb in additional sentences. According to Usage-Based Theory of Language Acquisition, it has been said that if children commonly hear a verb used in a certain construction, the less likely they will be to use the verb in other constructions because they are unfamiliar. (Bavin, 2009) It is important to expose students to all of the different ways to use a verb. Teachers can expose students to different ways to use transitive verbs by making and comparing statements such as, “I take piano classes” and “I took piano classes.” It will be helpful to have students make comparisons so that they can make connections in order to understand when and how to use a verb correctly. Resources al-Bataineh, A. (Anke al- Bataineh). (2020, March

27). Written Error Correction and Usage- Based Linguistics. Retrieved from https://www.youtube.com /watch?v=G4R- UVwUltI&feature=youtu.b e Fromkin, V., Rodman, R., & Hyams, N. (2011). An Introduction to Language. (11th ed.). Boston, MA: Wadsworth/Cengage. Retrieved from

https://wgu.vitalsource.co m/#/books/97803572411 65/cfi/6/8!/4/36@0:83.3 Hazen, K. (2001). Teaching About Dialects. Eric Digest Clearninghouse on Languages and Linguistics, 1(4). Retrieved from file:///C:/Users/bkorp/Dow nloads/TeachingAboutDial ects.pdf Marcy, P. (Peggy Marcy). (2013, May 13) Error

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Correction: If, When and Who, Types of Errors, Oral Corrective Feedback, and Retrieved from https://www.youtube.com /watch? v=zt97rNixJ5s McLeod, S. (2019). The Zone of Proximal Development and Scaffolding. Retrieved from https://www.simplypsych ology.org/Zone-of-

Proximal- Development.html Schutz, R. (2019, October 4). Stephen Krashen's Theory of Second Language Acquisition. Retrieved from https://www.sk.com.br/sk- krash.html References Bavin, E. (2009). The Cambridge Handbook of Child Language . Cambridge University Press. Tedick, D., Gortari, B., & Glen, F. (1998). Research on Error Correction and Implications for Classroom

Teaching. ACIE Newsletter, 1(3). Retrieved from http://carla.umn.edu/immersion/acie/vol1/May1998.pdf Wright, W. E. (2019). Foundations for teaching English language learners: Research, theory, policy, and practice . Brookes Publishing.

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