coursework research

A study of the acquisition of English as second language by two native Chinese speakers Introduction: This study is to investigate the acquisition of grammar which includes possible stages of acquisition, inter-learner variation in the areas of word order and morphology. The goal of this study is to balance the relationship between grammar instruction and the acquisition of grammar in the context of the teaching of English as a second language in Chinese school.The Essay is provided by UK Assignment  Data collection: The survey was taken in two informants who were the sophomore students of non-English major in Daqing Teachers’ University to examine their language proficiency in the three tasks. They were about 18 years old and had been studying English for at least 6 years before going to this college, but they were only good at grammar and reading, and weak in communication and listening ability.      The three tasks were designed in order to examine the informants to what extent mastered some linguistic from in the obligatory contexts. The purpose of the survey was to analyse the informants' six linguistic forms: plural, 3rd person singular, past tense, SV, Yes/No questions and Wh-questions in the obligatory contexts. The first task included three questions which was "what does your father or mother do in a day", "what did you do in the past time" and interesting topics. In the all three sub-tasks, two teachers gave two informants questions respectively, that is to say, Heidi and Ma Jingjing in one group, David & Duan Qingbo in the other group. Task 2 was spot differences. Two informants should discriminate the differences between the two pictures. Task 3 was Casual conversation. Two teachers made casual conversations with two informant respectively. .     Spontaneous speech data was collected from each of two informants to finish the tasks in the study; at the start, midway and at the end. To elicit learner language mastery level,  the research were based on dialogue between two informants and an interview format with the researchers. Each dialogue lasted between 10 and 20 minutes. All dialogues were recorded and subsequently transcribed. The transcripts were checked twice with the help of  other classmates to ensure that every comprehensible word had been transcribed. Permission to record and use the data gathered was obtained from all informants. Analysis: The six linguistic forms were identified in all obligatory contexts by labelling colored pens. The total number of each form in the obligatory contexts were counted . The number of plural, 3rd person singular,  past tense SV(O), Yes/No questions and Wh-questions were counted respectively as well to get the raw scores.（这部分在表格里就有具体的数字， 你没看么？ 具体划分的资料在我手中） The total mumberr of of English word produced by the informants in each task as well as in the entire data corpus also were counted. Subsequently, using the number of each linguistic form divided by the total number of each form to get the percentage scores.Results: The descriptive statistics of informants are given as bellow. Raw scores, total number of contexts and percentage score are summarized from six linguistic forms which are plural, 3rd person singular, past tense, SV(O), Yes/No questions and Wh-questions.  Table 1 demonstrates the result of informant 1's raw scores, total number of contexts and percentage scores about six linguistic forms. The higher the rate is, the lower the mastery of this item (lexical-function grammar). That is, the scores are the error, not the correct. In table1, the lowest rate informant 1 acquire is 0 in Wh-questions. In contrast, the highest rate is 3rd person singular 0.55, and then Past tense 0.54. Form Plural (-s) 3rd person singular (-s) Past tense (ed) SV(O) Yes/ No questions Wh-questions Raw scores 11 11 39 13 6 0The Essay is provided by UK Assignment total number of contexts 66 20 72 147 17 1 percentage scores  0.17 0.55 0.54 0.09 0.35 0 Table1  Informant 1's raw scores, total number of contexts and percentage scores  about six linguistic forms          The similar phenomenon appears on informant 2. Table 2 manifests the result of Informant 2's raw scores, total number of contexts and percentage scores about six linguistic forms. Similarly, the lowest rate of informant 2 is 0 in Wh-questions and  the highest rate is 3rd person singular 0.58, and then Past tense 0.54. Form Plural (-s) 3rd person singular (-s) Past tense (ed) SV(O) Yes/ No questions Wh-questions Raw scores 7 11 19 19 7 0 Total number of contexts 48 19 35 155 29 7 Percentage scores  0.15 0.58 0.54 0.12 0.24 0 Table2  Informant 2's raw scores, total number of contexts and percentage scores about six linguistic forms 你好，     1.最后也没有得出试验结果在result 和discussion中2.我就是 按你的资料做的， 你给的这个资料很有用。 3最后靠什么计算学生水平？ 我给表格了，里边就是数据啊，就用这个计算 4. 最重要的应该是processability table， 对这个表格我放在讨论中了，来说明学生的具体水平5reference在最后！ 理论要在最后体现，你看看老师的要求在讨论中才有。 时间分配： Transcripts  Task1. 1 Monologues on what your father or mother does in a day.  Part A: (Heidi & Ma Jingjing)    02:14 Part B: (David & Duan Qingbo)  01:41 Task1.2. Monologues on what you did in the past time. Part A: (Heidi & Ma Jingjing)  03:31 Part B: (David & Duan Qingbo)  02:04 Task 1.3 Interesting Topics: Part A: Talks from informant 1 and Heidi (the teacher)  02:08 Part B: Talks from informant 2 and David (the teacher)  03:34 Task 2. Spot differences （D: Duan Qingbo，M: Ma Jingjing T1: David T2:Heidi） 10:48 Picture A.  06:40 Picture B.   04:08 Task 3.Casual conversation  Part A: A conversation from Heidi and informant 1  08:40 Part B: A conversation from David and informant 2.  06:48