Learner Language Analytic Methods and Pedagogical Implications

Autor/in	Dyson, Bronwen
Titel	Learner Language Analytic Methods and Pedagogical Implications
Quelle	In: Australian Review of Applied Linguistics, 33 (2010) 3, S.30 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.2104/aral1030
Schlagwörter	Grammar; Error Analysis (Language); Teaching Methods; English (Second Language); Second Language Learning; Interlanguage; Oral Language; Linguistic Theory; Longitudinal Studies; Prediction; Adolescents; Second Language Instruction + Suchen Sie Ihr Suchwort? Grammatik; Error analysis; Language; Fehleranalyse; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Zielsprache; Oral interpretation; Mündlicher Sprachgebrauch; Linguistische Theorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fremdsprachenunterricht
Abstract	Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the "onset" of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach's rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the "onset" of English grammar. Having sketched and amplified Processability Theory's predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching. (Contains 1 figure, 7 tables, and 1 endnote.) (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. Available from: Monash University ePress. Building 4, Monash University, Wellington Road, Clayton 3800, Victoria, Australia. Fax: +61-3-9905 8450; e-mail: epress@lib.monash.edu.au; Web site: http://publications.epress.monash.edu/loi/aral
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10