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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- SLAIntroduction 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 • Assessment: Written report on your research project
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
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
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
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/
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
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
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.
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.
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.
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