Analyse three sets of L2 learner language at different L2 proficiencies, in order to determine the developmental path from lowest to highest L2 level

This analysis will take the form of a 1200 word description of learner language at each proficiency. Analyses three sets of L2 learner language at different L2 proficiencies, in order to determine the developmental (approx 400 words for each L2 level) path from lowest to highest L2 level.

 

*Firstly write (general description of each individual level general description of interlanguage grammar for each one of the three and pick up may be one or two examples of something specific you should choose the examples and some issues that learner is having from the textbook such as plural marking or verb+ing) similarly if you find exception to that thing you may also comment in that as well , focusing on the linguistic features present in the data.  You should refer that all the three learners are from L1 Mandarin background.

 

 

In addition, after you finished the individual summary you will then write an 800 word explanation of the developmental differences between the three L2 scripts, with reference to the relevant literature. If you look at the data itself which has 3 sets the first one is beginner level and it taken from A2 (beginners) of common European framework reference for language. The second one is taken from B1 (intermediate) of common European framework reference for language and the data is a bit longer and had a little interruption from the tutor. The final one is taken from C1 (upper-intermediate) level of common European framework reference for language and the data is longer.

 

In these 800 words you should explain the difference and the stages from beginner to upper-intermediate so what does the language look like in the beginner what does the language look like in the intermediate and what does the language look like in the upper-intermediate and how you can account for that development. You can refer to any theory you can look at it to explain your reasoning regarding the L2 language development. For example, looked at it from the functional perspective, looking at the form function mappings, you might be looked at it from principle and parameters approach or other theory that you are aware of from the textbooks (Gass, S. & Selinker, L. _2008_. Second Language Acquisition: An Introductory Course

Saville-Troike, M. _2005_. Introducing Second Language Acquisition.)

 

*you should provide some examples from the data and refer to the number of the lines but do not write the whole sentence from the data.

 

 

 

It should be written like an essay so overview or general description of the interlanguage grammar of three level , then body consists of the examples theories and as explained above, finally summaries your findings.

 

 

*The picture sequence is for learners who asked to tell the story of what happen in picture sequence in English at three different proficiency levels.

 

 

Quality and Depth of Analysis: Analysis of individual L2 data is entirely accurate and insightful. Appropriate terminology is used to describe learner language throughout. Examples succinctly and accurately exemplify author’s points. Each individual dataset is equally well described. Fully balanced argumentation of (non)target-like language features. Cites relevant literature from SLA theory to support points where appropriate.The linguistic analysis of the learner language at each L2 proficiency should be accurate in terms of: a) the terminology used to describe the learner language, and; b) the examples selected from the source text to exemplify the author’s points.  Successful students will cover the main trends in the data succinctly and with enough detail for the reader to determine the accuracy of the claims made.

 

Reasoning for Developmental Path: Exceptionally insightful reasoning for developmental path. Highly critical explanations of possible reasons explaining the differences / similarities across the three datasets. Fully balanced argumentation of the development of (non)target-like language features. Cites relevant literature from SLA theory to support points where appropriate. the quality of the author’s reasoning behind the developmental differences between the three sets of L2 data provided, both in terms of accuracy of this description, and in terms of appropriate references to the key theory / theories underpinning the author’s reasoning.  Successful students will be able to explain in full detail why the differences between the three L2 datasets have come about, with specific reference to current theory on SLA.

 

*Excellent academic writing is excellent,

*Reference conventions (APA 6th edition) are fully respected.

 

Gass, S. & Selinker, L. _2008_. Second Language Acquisition: An Introductory Course

 

Saville-Troike, M. _2005_. Introducing Second Language Acquisition.

 

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