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Coding Deaf and Hard-of-Hearing Students’ Successful and Unsuccessful English Productions

Coding Deaf and Hard-of-Hearing Students’ Successful and Unsuccessful English Productions. Dr. Gerald P. Berent National Technical Institute for the Deaf Rochester Institute of Technology Rochester, New York, USA.

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Coding Deaf and Hard-of-Hearing Students’ Successful and Unsuccessful English Productions

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  1. Coding Deaf and Hard-of-Hearing Students’ Successful and Unsuccessful English Productions Dr. Gerald P. Berent National Technical Institute for the Deaf Rochester Institute of Technology Rochester, New York, USA Conference on Teaching English to Deaf and Hard-of-Hearing Students at Secondary and Tertiary Levels in the Czech Republic Charles University, August 22-27, 2004

  2. Abstract The presenter will demonstrate a flexible coding system for identifying students’written English productions. This system reinforces students’ successful productions and provides a guide for student correction of their unsuccessful productions. Participants will practice coding actual student samples and discuss the possible use of this system for teaching their own students.

  3. A CODING SYSTEM FOR EVALUATING STUDENTS' PRODUCTIVE ENGLISH Gerald P. Berent, Paula M. Brown, & Brenda H. Whitehead National Technical Institute for the Deaf, 2002 • A flexible system for coding students’ successful/unsuccessful productions in: • Written or typed essays • Transcribed spoken conversations • Individual sentences (exercises) • Videotaped signed English transcriptions

  4. Applications • Scoring language samples • Assessing English development • Scoring a small set of structures, processes, relations, and devices -or- global scoring • Developing individualized instruction plans • Maintaining databases of large numbers of students • Monitoring students’ progress over time

  5. Comprehensive System • Codes for a full range of English forms, structures, processes, relations, and devices: • Syntactic categories • Grammatical relations • Morphological properties • Sentence and verb types • Semantic relations • Information structure • Discourse processes • Rhetorical devices • Mechanics and punctuation

  6. Coding System Guidelines 1. Select a logical set of codes relevant to your students’ current English learning needs and develop a handout with the codes, definitions, and examples for your students. 2. Give students a writing assignment on which you will focus only on their knowledge of the targeted items. 3. Correct students’ assignments using a + for successful productions (e.g., +TNS) and a – for unsuccessful productions (e.g., –TNS). 4. Record the number of correct and incorrect productions for each coded item in order to assess improvement over time. 5. Have students revise their assignments by correcting all their productions marked with a minus symbol. 6. Use the current set of codes for focused English instruction.

  7. 12 Grammatical Formation Symbols

  8. Sample Coding for Grammar –ADVC/T When I +TNS visited last fall break and I –TNS show up without they –PPL know +THAT that I really –TNS come my school and that time dorm dinner and I –TNS walk in the café and –TNS stand –INF see if Bill +TNS saw me and he –TNS really shock +THAT that I +TNS came and –TNS see him plus another friends and staffs, he –TNS so happy +THAT that he +TNS saw me. So that –TNS my best friends we +PERF have bonded each other.

  9. Paragraph with Unsuccessful Target Forms Corrected When I visited last fall break, and I showed up without them(~ their) knowing that I really came [from] my school and that time dorm dinner and I walked in the café and stoodto see if Bill saw me and he was really shock that I came and saw him plus another friends and staffs, he was so happy that he saw me. So that is my best friends we have bonded each other.

  10. 10 Word Formation Categories

  11. Sample Coding for Word Formation During, the SVP +CNT meeting, it was very hard for me to choose one +CNT major that would match or not; however, I still keep my –WCLS positive to find my +CNT major. This +CNT college seems to make me feel so wonderful with +CNT people like so friendly and –WCLS warmly. I’m still considering about the +CNT major until I get more +MASS information about many different +CNT majors which can be matched on my +CNT major. I notice my self that my strong +CNT major is relating to –MASS mathematic. 9 correct count nouns (CNT) 1 correct, 1 incorrect mass nouns (MASS) 2 incorrect word class (WCLS) choices

  12. 6 Discourse Processes and Forms

  13. Sample Coding for Discourse Processes The reason I hate –REF my Bed is +SBRD because +REF It is so hard +REF It feel +SBRD like I am +REF sleeping on a Rock. –CONN I hate when deaf people are Rude to me +REF Reason is I am hard of hearing +CONJ and I Relly don’t know how +REF to sign. +CONN For example +REP a deaf person was Asking me some thing +CONJ and I could not understand +REP that person. +CONJ So I try to tell +REF them +REF that, +CONJ so +REP that person got mad at me +CONJ and was very rude too me. –CONN I don’t like the campus map +SBRD because +REP it do’s not tell you where +REF every thing was +CONJ and +REF It got me lost all the time.

  14. Writing Sample Coding Form

  15. Monitoring English Language Development 1. For each coded student writing sample, record the total number of successful (+) productions and the number of unsuccessful (–) productions. 2. Add the total + and – productions and divide the + productions by the total productions to calculate the overall percentage of correct productions. Monitor changes in % correct over time. 3. Follow the same procedure for each targeted form, structure, process, relation, or device. 4. For each student or group of students, monitor changes over time to determine in which specific areas students improve. 5. Reflect on results to assess your own teaching methods and to hypothesize about where students tend to improve and where they do not.

  16. Questions for Reflection 1. What method(s) do you currently use for correcting students’ productive English? 2. Are you satisfied with these methods? Are your students satisfied with these methods? Why or why not? 3. Do you think that the coding system just presented would be useful and relevant for your own students? Why or why not? 4. Would you be comfortable selecting or adapting sets of relevant symbols and experimenting with them? Explain. 5. How would the system be most useful to you: grading, teaching aspects of English, facilitating student improvement, monitoring progress over time, assessing student satisfaction? 6. How might you change your teaching methods based on results from the use of the coding system?

  17. Writing Sample Coding Practice 1. Work in groups of two or three. 2. Pick one of the sample sets of coding symbols. 3. Pick a student writing sample. 4. Use the symbols preceded by a + or – sign to code targeted forms, structures, processes, relations, devices. 5. Write your + or – symbols above the relevant productions. 6. Discuss your coding experience, difficulties, and suggestions in your small groups. 7. Share your experiences, questions, and suggestions during the large group discussion.

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