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Word Up!*. ESL + Linguistics = Learning Community with an “Interlanguage” Focus * exclamation – I understand you ; I agree with you . A colloquial phrase originating from within the African-American community… often shortened to simply “ Word! ” .

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word up

Word Up!*

ESL + Linguistics =

Learning Community

with an

“Interlanguage” Focus

*exclamation – I understand you; I agree with you. A colloquial phrase originating from within the African-American community… often shortened to simply “Word!”

kapi olani community college honolulu hawai i department of languages linguistics literature
Kapi’olani Community CollegeHonolulu, Hawai’iDepartment of Languages, Linguistics & Literature

Susan Banner Inouye, Linguistics

Shawn Ford, ESL

Miho Yamanouchi, Student

content of word up learning community
study Linguistics concepts

develop academic English writing skills

study Second Language Acquisition concepts

work on shared assignments and projects throughout the semester

 examine individual language development patterns and needs for future language development

Content of Word Up Learning Community
learning community logistics
Two teachers

Two disciplines

Two consecutive class periods twice a week

Snack schedule

Two course grades

One coordinated syllabus

Coordinated in-class activities, readings, lectures

Several integrated assignments

Some separate assignments

Learning Community Logistics
today s presentation shrinky dink version of a semester in word up
Today’s PresentationShrinky Dink® version of a semester in Word Up
  • Participants will assume role of students
  • “Students” will learn about Interlanguage
  • “Students” will learn some Linguistics
  • “Students” will observe their own language
  • “Students” will analyze their own language
  • “Students” will apply theory to themselves
  • “Students” will present results & reflect
contents of packets
Contents of Packets
  • Outline of Today’s Presentation
  • Word Up Syllabus (full version available upon request)
  • Your Learner Profile
  • Your Interlanguage Phonology Kit:
    • two index cards
    • L1 synopsis
    • L1 wordlist
    • L2 synopsis
    • Generalization Form
    • Answer Key
  • Evaluation Form
slide7
Interlanguage Phonology Project:In the real Word Up, students write a paper which includes primary data collection & library research
  • Your Interlanguage Phonology Kit:
    • two index cards (simulates data elicitation)
    • L1 synopsis (simulates research)
    • L1 wordlist (simulates collected data)
    • L2 synopsis (simulates research)
    • Generalization Form (simulates polished paper)
    • Answer Key (real students don’t have one!)
instructions
Instructions
  • Take 5 minutes right now to introduce yourselves to your group-members, assuming the identity of your student profile
  • Red: Ahn
  • Blue: Natsuko
  • Yellow: Richard
  • White: DK
in the word up learning community
Students learn about Interlanguage through readings, lectures, discussions, writing activities, vocab quizzes

Students learn about Linguistics through textbook readings, homework and in-class activities, writing activities, quizzes

In the Word Up Learning Community
slide10
Characterization:

Approximated version of L2

Some features of L1

Linguistic innovations

Development:

Language transfer

Overgeneralization

Simplification

Fossilization

An interlanguage is an individual learner language that is developed by a person who is in the process of learning a second language (L2)(lecture simulates condensed course content)

the ilp and esl learning justification
The ILP and ESL Learning: Justification
  • Awareness-raising
    • Schmidt, R. (1990) The Role of Consciousness in Second Language Learning.
    • Schmidt, R. (1993) Awareness and second language acquisition.
  • Goal-setting
    • Celce-Murcia, M., Brinton, D., & Goodwin, J. (1996). Teaching pronunciation: Reference for teachers of English to speakers of other languages.
  • Learner autonomy
    • Little, D., Ridley, J., & Ushioda, E., 2002. Towards Greater Autonomy in the Foreign Language Classroom.
factors that affect interlanguage development lecture simulates condensed course content
Factors that affect interlanguage development(lecture simulates condensed course content)
  • Transfer of L1 phonology into the L2
  • Learner’s overall level of language proficiency
  • Learner’s stage and duration of fossilization
  • Markedness theory
  • Glossary: phonology = pronunciation; fossilization= frozen development; markedness = how common/uncommon a feature is in the world’s languages
transfer of l1 phonology lecture simulates condensed course content
Transfer of L1 Phonology(lecture simulates condensed course content)
  • Transfer of single sounds
  • Transfer of syllable structure
  • Transfer of stress, intonation, etc.
slide14
Languages differ in how they sound for a couple of reasons(lecture simulates condensed course content)
  • L1 uses different consonants & vowels than L2, though there may be some sounds in common
  • L1 organizes its sounds into syllables and words differently from L2
example hawaiian vs english lecture simulates condensed course content
Example: Hawaiian vs. English(lecture simulates condensed course content)
  • Hawaiian has only 13 sounds
    • 5 vowels: i, e, a, o, u
    • 8 consonants: p, k, m, n, l, w, h, ʔ
  • American English has around 40 sounds
    • 15 vowels
    • 25 consonants
sound substitution lecture simulates condensed course content
Sound Substitution(lecture simulates condensed course content)
  • book [bʊk]  [puke]
    • [b] substituted with [p]
  • sister [sɪstər] [tita]
    • [s] substituted with [t]
hawaiian syllable structure lecture simulates condensed course content
Hawaiian Syllable Structure(lecture simulates condensed course content)
  • Hawaiian allows only
    • CV: ka ‘the’, puka ‘hole’, ʔaʔi ‘neck’
    • V: i ‘object marker’
    • CVV: kai ‘sea’, pau ‘finished’
  • English allows
    • CV, CVV, CCV, CCVCC, CCCVCCC, etc go, boy, stay, stand, strengths [strɛŋkθ]
syllable structure transfer lecture simulates condensed course content
Syllable Structure Transfer(lecture simulates condensed course content)
  • Consonant Clusters separated by an inserted vowel:

plaid [plæd] [palaka]

  • Or Vowel Inserted after Word-Final Consonant

book [bʊk] [puke]

  • Or Final Consonant deleted

sister [sɪstər] [tita]

  • Or Cluster Simplified

sister [sɪstər] [tita]

generalizations for hawaiian l1 to english l2 lecture simulates condensed course content
Generalizations for Hawaiian (L1) to English (L2)(lecture simulates condensed course content)
  • Sounds:
    • Because there is no b, d, s in Hawaiian, p, k are substituted
  • Syllables:
    • Because only (C)V(V) allowed, clusters are resolved in various ways
your goal as a student in the word up course is to analyze your own interlanguage phonology by
Your goal as a student in the Word Up course is to analyze your own interlanguage phonology by…
slide21
Applying linguistics & interlanguage material to your own data…(lecture simulates students’ Interlanguage Phonology Project [ILP])
  • Collecting data on yourself (partner will transcribe you)
  • Analyzing your pronunciation data
  • Reporting on your pronunciation
  • Reflecting on how this might impact your learning strategies for English
instructions lecture simulates data elicitation 5 minutes
Instructions(lecture simulates data elicitation)(5 minutes)
  • Turn to your partner and take turns transcribing each other’s wordlists
  • Exchange Index Card 1 with a partner
    • Index Card 1 (transcriber’s prompt list)
      • Spell the words the way your partner says them
    • Index Card 2 (speaker’s pronunciation guide)
      • Pronounce the words the way you see them spelled
  • Give Index Card 1 back to its owner
instructions simulates students research writing 15 minutes
Instructions(simulates students’ research & writing) (15 minutes)
  • Regroup and join other “students” with the same identity (reds, blues, yellows, whites)
  • Together examine your L1 phonology synopsis and L1 pronunciation data
  • Try to find some generalizations about sound substitutions and syllable structure resolutions
  • Write your results on Generalization Form
  • Choose a spokesperson to share your findings
student presentations
Japanese

Sounds

Syllables

Korean

Sounds

Syllables

Vietnamese

Sounds

Syllables

Cantonese

Sounds

Syllables

Student Presentations
how interlanguage phonology project affects my learning of english
How Interlanguage Phonology Project affects my learning of English
  • Understand my own tendencies

-awareness raising

  • Understand phonological progress in English

-goal setting

  • Improve my pronunciation

-acquisition

my thoughts about learning community
My Thoughts about Learning Community
  • Two instructors in the same classroom
  • More focus on topic
  • Deeper learning about topic
  • Application of learning to writing
reflections on esl and linguistics learning community
Reflections on ESL and Linguistics Learning Community
  • “Even though I had difficulty with expressing my opinion in writing before, it could be better as writing critique essay and analysis essay.”
  • “Everything that I learned applied to my English background and from now on.”
  • “I learned about myself a lot because English is part of myself.”
slide29

Word Up!

ESL and Linguistics Learning Community

references
References
  • Chan, Alice & David C.S. Li.2000. English and Cantonese Phonology in Contrast : Explaining Cantonese ESL Learners’ English Pronunciation Problems. Language, Culture and Curriculum. Vol. 13, No. 1, 2000.
  • Comrie, Bernard. 1990. The World’s Major Languages. Oxford: Oxford University Press.
  • Ford, Shawn. 2001. Tutoring Project Final Paper. Unpublished ms. Honolulu: University of Hawai’i Manoa.
  • Fromkin, V., Rodman, R., & N. Hyams. 2003. An Introduction to Language. 7th ed. Boston: Thomson Heinle.
  • Japanese Phonology. 13, Feb 2006. http://en.wikipedia.org/wiki/Japanese_phonology. Accessed 3/5/2006.
references cont d
References, cont’d
  • Kim, Hyouk-Keun. 1999.Interlanguage Phonology of Korean Learners of English. http://odin.prohosting.com/hkkim/cgi-bin/kaeps/il_phon.htm. Accessed: 03/01/2006 Korean Language. http://en.wikipedia.org/wiki/Korean_language. Accessed: 9/15/2005.
  • Ladefoged, Peter and Maddieson, Ian. UCLA Phonetics Lab Data: Korean. http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants/appendix/languages/korean/korean.html. Accessed 3/8/2006
  • Nilsen, D. & Nilsen A. 1973. Pronunciation Contrasts in English. New York: Regents Publishing Co., Inc.
references cont d32
References, cont’d
  • O’Grady, W., Archibald, J. Aronoff, M. & J. Rees-Miller. 2001. Contemporary Linguistics: An Introduction. 4th ed. Boston: Bedford/St. Martin’s.
  • Taiffalo. 2001. Sound System in Vietnamese. http://www.de-han.ord/ vietname/chuliau/lunsoat/sound/2.htm. Accessed: 9/15/05.
  • Vietnamese Phonology. http://en.wikipedia.org/wiki/ Vietnamese_phonology#Syllable_and_phonotactics. Accessed: 03/01/2006.
  • Weinberger, Steven H. Fall, 2005. Native Phonetic Inventory: Cantonese. George Mason University. <http://accent.gmu.edu/browse_native.php?function=detail&languageid=13>. Accessed March 14, 2006.
mahalo
Mahalo!
  • For more information, please contact Susan Inouye [inouye@hawaii.edu] or Shawn Ford [sford@hawaii.edu].
  • For the student perspective contact Miho Yamanouchi [myamanou@hawaii.edu]
mahalo34
Mahalo!
  • Brought to you by
    • Kapi’olani Community College: Dept. of Languages, Linguistics & Literature
    • KapCC Faculty Development Fund
    • KapCC Learning Communities Institute
    • KapCC Planning & Grants Mgt Office