刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2020-07-30 来源:校园英语杂志社

    作者:Linwei Xiang
      【Abstract】The thesis is a case study based on an observation of a third-grade ELL’s performance. The methodology including recording, quantifying, and analyzing her language use in the settings inside and outside classroom.
      【Key words】ELL; Observation; Linguistics; L1; L2; English Acquisition
      【作者简介】向琳炜(1993,12-),女,汉族,合肥人,灵客贯通国际教育咨询(北京)有限责任公司,英语教师,硕士研究生,研究方向:语言教育。
      Ⅰ.Introduction
      The case study is based on an observation in a public school in New York City, which is a bilingual elementary school with dual-language class (Mandarin/Spanish and English). The majority of students preferred English inside and outside the classroom. My observation took place in the third grade Mandarin and English class.
      I chose to focus on studying the second language acquisition of a student whom I refer to as “student A” in this article. Student A was an emergent bilingual who has been living in the United States since she was 6 years old. When I conducted the case study, she was 10 years old, enrolled in the 3rd grade of the dual-language program in the public school, had been immersed in the English language environment for 4 years. Unlike her ELL peers who were mostly born in America, Student A was the only one that had not passed the NYSESLAT (New York State English as a Second Language Achievement Test). Student A, at the time,, preferred English as her social language in the school. Meanwhile, her L1, Mandarin, also affected her L2 acquisition. According to Krashen and Terrell’s stages of second language acquisition, the student was experiencing the Beginning Fluency stage.
      Ⅱ.Documentation of diagnosis
      During my observation, I used audio devices to record the ELL’s conversations with her peers, her teachers, and her parent, inside and outside the classroom.
      The analysis was based on the data gathered from this observation. With the review of the ELL’s language use in L2, I compare the ELL’s L1(Mandarin) and L2 (English), trying to figure out what impact L2 has on L1, making assumptions from these data.
      Ⅲ. Analysis of Diagnosis
      Phonological aspect
      Stress the last syllable
      Every Chinese syllable is presented by a Chinese character. Therefore, unstressed syllable is rare in Mandarin. Student A kept the pronouncing habit, tended to stress the last syllable. For example, when she said “time”, she pronounced /taimu/ instead of /taim/; when she said “achievement”, she also stressed the last syllable, pronounced /??t?ivm?nt?/.