ASSIGNMENT COVER SHEET Electronic or manual submission UNIT CODE LAN6271 TITLE Teaching ESL learners NAME OF STUDENT (Print clearly) PHAM LE HONG NGOC FAMILY NAME FIRST NAME STUDENT ID NO. 10381347 NAME OF LECTURER Mrs Anne-Maree Hays DUE DATE 7/4/2017 Topic of assignment Needs analysis for a learner Group or tutorial (if applicable) Course H08 CAMPUS MOUNT LAWLEY I certify that the attached assignment is my own work and that any material drawn from other sources has been acknowledged. This work has not previously been submitted for assessment in any other unit or course. Copyright in assignments remains my property. I grant permission to the University to make copies of assignments for assessment, review and/or record keeping purposes. I note that the University reserves the right to check my assignment for plagiarism. 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Agreement x Date 5/4/2017 FOR PROCEDURES AND PENALTIES ON LATE ASSIGNMENTS PLEASE refer to the University Admission, Enrolment and Academic Progress Rule 24, and the ECU Course and Unit Delivery and Assessment Policy The ECU English Language Proficiency Measure (Feb 2014) Levels of proficiency Aspects of writing (Indicate with an X main area(s) needing improvement) Low proficiency Incorrect or inappropriate aspects of writing obscure meaning in many places. Significant editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Developing proficiency Incorrect or inappropriate aspects of writing obscure meaning in some places. Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Moderate proficiency Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors. High proficiency Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. Meaning is clear and needs only a light proofread to correct technical errors. Sentence structure 1. sentence completeness 2. sentence length 3. phrase/clause order 4. use of conjunctions 5. word order 6. punctuation Word use 7. word choice 8. word form 9. word omission/redundancy 10. verb tense/agreement 11. spelling 12. apostrophes Sentence Structure 1. Sentence completeness: sentence includes subject, verb and complete thought. 2. Sentence length: length is appropriate to context or discipline. 3. Phrase/clause order: parts of the sentence (phrases and clauses) are ordered logically. 4. Use of conjunctions: linking words are used correctly to show the relationship between ideas. 5. Word order: words are ordered correctly in a sentence. 6. Punctuation: the correct use of full stops, commas, semicolons, colons and capitals. Word Use 7. Word choice: words are correct and appropriate for the context. 8. Word form: correct part of speech is used, e.g., [to] affect / [the] effect. 9. Word omission/redundancy: words should not be missing or be unnecessarily repetitive. 10. Verb tense/agreement: correct use of verbs that indicate time and correct word forms that agree grammatically with other words in the sentence. 11. Spelling: correct spelling is used. 12. Apostrophes: indicate ownership or contraction. 30 July 2012 Description of the learner context. After achieving English competence level, Sharma came to Perth to study master of accounting. He started to study English at ten years old and could speak three languages at a time – English, Hindi, and Punjabi. There are three main factors that would impact Sharma’s learning: background learning languages, the current situation in Australia, and future expectation. Firstly, with early learning English, it is not difficult to move on. However, Sharma’s language proficiency is still at competence level which means he would need more improvement. Secondly, Sharma’s current situation is a university student and staff in MacDonald which has created an international language environment for him to practice English every day. As an international student, to pass all the units in university and get a good result in university, Sharma’s communicative needs on academic English should be at the high level. As a MacDonald staff, his communicative needs at work is not complicated. The last point that affects Sharma ‘study is his specific purpose to get PR and a good job. His motivation to get a high score in IELTS and work as a business manager play a vital role to help him enhance language level. Moreover, three years living in Perth makes his confidence when he learns English. Description of assessment tasks used: The data is collected in two productive skills: writing and speaking. In writing, there are three main situations: academic essay, email, and short chat by the message. Firstly, the academic essay asks for a high standard of task achievement, coherence and cohesion, academic lexical resource, and a wide range of grammatical range and accuracy. Sharma’s main purpose is to express his learning process to achieve a high grade. In the process to complete, he must have a deep focus on the content and make sure that the essay meets all the request. In addition to this, using the academic vocabulary in business areas is essential. Sharma must produce a high level of linguistic output because the audience is his lecturer. Comparing to writing essay, typing an email to university consultant is in a lower level of formality. Our learner just needs to use basic vocabulary to convey his point of view. Casual and simple grammar can be accepted, but the email still needs to have a high level of accuracy. Sharma wrote an email to discuss his study program. So, he should arrange information and ideas coherently, there is no need to use the academic lexical resource in this email. Lastly, chatting by the message is an informal level which is flexible in expressing an idea. 30 July 2012 Sharma does not need to control word formation and spelling as well as pay attention to grammatical range and accuracy. Due to the close relationship with girlfriend, the situation would end up with an unconsciousness in using language. In speaking, the data is collected in presentation, IELTS test trial and chatting with a friend. To begin with, doing a presentation is a formal situation which asks Sharma to use complex structure and accuracy grammar. His purpose is to convey the results of his learning process and get a high score. He should remember and use the academic lexical resource in the business area. Because of the specific type of audience - other learners and lecturers, Sharma’s pronunciation should be controlled and can generally be understood by all audience. By doing a presentation, it is necessary to achieve fluency and coherence at an appropriate level. Next, practicing IELTS test trial can be identified as a neutral situation. The main purpose is to practice English to meet high score in IELTS test. Practicing IELTS with tutor gives him less stress on speaking because he still can self-correct, receive feedback, and reproduce a better speaking. The final situation is chatting with a friend at school. In this informal situation, the learner can use basic and common vocabulary and body language to express himself. Due to daily conversation context, there is no strict on word use, pronunciation and grammar. Determination of English language proficiency Per IELTS writing system, Sharma is at the competent level user, point six. Firstly, in task achievement, the student has not met many difficulties in expressing response. However, due to his language background, he still cannot perfectly address every requirement of the given task even in daily communication or academic writing. Secondly, about coherence and cohesion, the overall progression in all of Sharma’s writing is clear. He can arrange the information and ideas in a coherence way, and the readers did not have any confusion in their communication. The learner started to use the cohesive device in email - “as, so that, after,” and uncommon transition word in essay “furthermore, moreover, for these strategies.” Besides, in Sharma essay, each paragraph always has a clear central topic sentence at the beginning. The third aspect in IELTS writing band score is a lexical resource. In chatting and email, there are many spelling mistakes can be seen. However, they do not distort the overall meaning, for instance ‘gud’, ‘so tht’, and ‘colg’. The vocabulary in his academic essay is much more in control; there is no spelling mistake. He uses the adequate list of vocabulary to support his topic; for example: “barnstorming and training session,” “price 30 July 2012 mechanism,” “products inferiors” … His attempt to use less common lexical item can be seen here although he meets some inaccuracy. The final aspect is grammatical range and accuracy aspect. One of the good points of Sharma is the ability to use a mix of the simple and complex sentence in his writing. He can use some of the complex sentence structure like: if clause ‘I was thinking if you can get it.’; or relative clause “…by the local people who’s buying their grocery…”; or reported speech: “Peter told u, remember he said you can apply PR...”. Besides, a wide range of grammar mistakes can be seen in informal context such as: use one word for asking: “studying?”, incomplete question: “chatting with who?” “and each how many?”, reported speech lack of ‘that’: ‘he said you…’ In addition to this, run-on sentence and lack of punctuation mistake also create confusion to the reader. For example, ‘Please add in my COE with Cambridge as we discussed I want to keep my bachelor with CIC so tht I can come back for bachelor in CIC after completing advanced business diploma in other colg. “- lack of full stop. Nevertheless, those mistakes do not reduce the communication. According to IELTS speaking system band score, Sharma’s speaking proficiency is at point 6. In daily life conversation, Sharma can be flexible in using a range of connectives and discourse markers, such as “but, still, that’s why, so, like.” However, if he is in a higher academic situation, his fluency would decrease. He starts to repeat ‘so’ many times to present his point of views - “So with this device... So it means you you are… So it uses...”. Sometimes he meets occasional repetition, self-correction or hesitation and loses his coherence - ‘… we can see that study in … like in practical … like we can see when we ...’. The next point is Sharma lexical resource. His daily vocabulary is rich. For instance, to talk about computer problems, his vocabulary is flexible “integrate, 720 quality, have compatibility…”. In addition to this, he attempts to use academic words and paraphrase more in an academic situation. For example, in IELTS practice test, he tried to used uncommon words, such as “settle down, celebration, modernization.”. Sharma does not have a habit to paraphrase. About grammatical and accuracy level, he could use a mix of different simple, compound, and complex (relative clause, if clause) at a time, but with limited flexibility. Then, He makes some mistakes in building sentence; nevertheless, they do not cause comprehension problem – ‘wanna download something but couldn’t.' The last point to judge speaking level is the pronunciation. Sharma has a mixed control in his 30 July 2012 pronunciation. His performance can be easy to understand throughout. However, he makes mistakes in some of the consonant mainly. For example: /p/ and /b/ has the same pronunciation – ‘e-port, people, maybe, but’. He cannot pronounce /r/ - ‘introduce, eport, everybody, country’. Learner needs to do to improve English To improve “language proficiency” orientation of writing, Sharma needs to start from his lexical resource; then he should meet task achievement, coherence and cohesion, and in final grammatical range and accuracy. Frist of all, he should build up his vocabulary list and has an awareness of style and collocation in writing. Secondly, in task achievement, to develop the ability to meet the task achievement, the student can find the source that can help him built up his knowledge, get ideas and experience. And it would be better if the source is related to his major, so he can meet his instrumental focus – getting a job in business - at the same time. He can learn from experience after receiving feedback from teachers and friends. Thirdly, reading another related essay and jot down the outline of each essay to see the arrangement of the writers are effective to increase coherence and cohesion. Sharma can also improve his using cohesive device and paragraphing level at the same time by this method. The more he analyses and gets feedback, the deeper understanding he has. Finally, in Grammatical range and accuracy, not writing long sentence would help Sharma avoid run-on sentences. Breaking the sentence up and making sure corrections are the better ideas. Then, trying to apply a different type of complex structure to decrease the repetition. In speaking aspect, Sharma would need to enhance his grammar and pronunciation first, then the lexical resource is a long-term process, and finally his fluency and coherence can develop later. To begin with, practicing pronunciation is much easier if he listens to news, music, and presentation. He can record his speaking, ask feedback from the teacher, and correct by himself. With grammar, he can speak slower to reduce simple mistakes, or he can have a list of sentence structure with him when he practices English. At the same time with fixing grammar, the lexical resource can be updated by watching movies, listen to the presentation, participate in seminar day by day. After feeling more confidence with pronunciation, grammar, and vocabulary, fluency and coherence aspect would become easier to develop. At this stage, Sharma would need to use more connective and discourse markers, speak English as much as possible in the daily 30 July 2012 situation and speak at immediate speed to arrange the ideas coherently. To get a high score in IELTS, he can practice speaking test more with friends or tutor or listen to IELTS Speaking sample. Finding more academic situation and practice to arrange his ideas faster – for example: discussing in the classroom about the academic topic, group presentation, helping another friend in the study, explaining the unit. Future teaching and learning Teaching writing should be a combination of classroom activity and self-study activity. On class activity, the teacher provides with the academic source, make a syllabus of related topics, so Sharma can follow and enrich his knowledge day by day. At first, for improving communicative competence, the teacher should build up vocabulary list together with students in each topic and make sure that attentions are paid to style and collocation. As Lucas (2008) claims that “Second language learners must have access to comprehensible input that is just beyond their current level of competence, and they must have opportunities to produce output for meaningful purpose.” The academic source can be in the reading format (books, essays, documents…) or listening format (presentations, news, seminar video…) which directly support study in university and IELTS exam. Some of the topics would be not so interesting. However, “Adults have longer attention spans for material that may not be intrinsically interesting to them” (Brown, 2007). Students work in a group, jot down the idea, and make the outline together. By doing this, “ … interaction and the accompanying dialogue serve as the foundation for the development of thought and language” (Lucas, 2008). The teacher could follow and give them feedback on the task achievement. After on class activity, Sharma needs to do his individual essay and receive feedback in person. In Sharma case, re-teaching grammar is not necessary. Instead of that, the teacher can point out the incorrect grammar, suggest a different type of complex structures, fix coherence and cohesion, and ask him to re-write the essay. By this way, our learner would have an awareness of using more complex structure and be more flexible to apply cohesive devices. Teaching speaking for Sharma can be proceed following three ways: self-study recording, IELTS speaking practice, and doing a presentation. At first stage, with IELTS topics from the teacher, Sharma would record and send his answer to the teacher. By using recording, the teacher can judge the fluency, coherence, and pronunciation easier. Then, he/she can ask for re-recording if he/she feels that Sharma’s performance 30 July 2012 is not good enough. The more Sharma records, the more improving he gains for his language proficiency and communicative competence. Next, the teacher can check fluency and coherence, pronunciation, lexical resource, and grammatical range and accuracy at once by using IELTS practice test. When Sharma present given topic, the teacher immediately gives feedback. Together, they can discuss word choice and grammatical range. Finally, in doing a presentation on class, Sharma and his group start to prepare ideas with a list of ideas which also contains rich lexical resource from the teacher. This preparation step can help student build up the communicative competence by getting vocabulary not only from teachers but also from friends. After preparation stage, the student would do the presentation on class and enhance fluency and coherence. This situation would bring a natural process of learning to speak because “Older learners are often forced to speak – to meet the requirement of a classroom or to carry out everyday tasks such as shopping, medical visits, or job interviews” (Lightbown, 2006). (2334 words) 30 July 2012 REFERENCE Brown, H. D. (2007). Principles of language learning and teaching. (3rd ed.). New York, NY: Pearson. Brindley, G. (1989b). The role of needs analysis in adult ESL programme design. In The Second Language Curriculum (pp. 63–78). Cambridge England: Cambridge University Press. Lucas, T. (2008). Linguistically responsive teacher education : preparing classroom teachers to teaching English language learners. Journal of teacher education, 59, 361–373. Lightbown, P. (2006). In How languages are learned (3rd ed., pp. 29–51). Oxford: Oxford University Press. 30 July 2012 Appendix: DATA COLLECTED WRITING Academic essay: Levels of formality: formal Purpose: academic study Audience: lecture Marketing strategies: Main focus of the company will be getting our store noticed by the local people who’s buying their grocery from other stores around the area. Market strategy is to provide better quality products at reasonable price with price competency with competitor in the market to make market position. Furthermore, customer service also will be improved as our staff is dealing with different types of customer (customer from other countries staying in Australia). To improve better understanding customers, barnstorming and training session will be conducted for improving customer satisfaction. Moreover, market share need to improve as market is grown up with entering new competitors. For these strategies, extensive research should be done which will supplement our strategy to achieve required goals. Our market research will be beneficial to analyze the market and to plan our organization’s strategy. Product positioning statement: Product positioning statement is the statement of the views of customers in their mind about our products. When customers get some products very cheap then they consider the products inferior as very high price will be out of their pocket. Price mechanism sometime leads to image of the products in consumers’ minds. Product positioning can be improved with numerous ways for example advertisement, good display etc. Besides this, price should be set after thoroughly analyzing the market so that price will be little bit less than competitors’ price that will attract customers directly. Farmajack Morley always consider product price in other store in the market which make very good image of our company in the market. Email Levels of formality: neutral Purpose: Ask about study process Audience: University Staff From: Sharma To: Batra Subject: Marketing Course Hi Batra, as we talked on yesterday about my course to add advanced business diploma instead of marketing diploma, I attached offer with me. Please add in my COE with Cambridge as we discussed I want to keep my bachelor with CIC so tht I can come back for bachelor in CIC after completing advanced business diploma in other colg. Thnx. 30 July 2012 Chatting by messages Levels of formality: in formal Purpose: daily conversation Audience: girlfriend A: Sharma – learner B: girlfriend A: my baby, studying? B: I submitted already, now cleaning and chatting. A: Gud, Chatting with who? B: Guess A: Mom B: cousin, talking with her baby A: oh. A: Baby, How many band you had in Ielts? And each how many? B: Only 6.5. But it’s more than 2 years. A: Do you think you can get 8 in two and 7.5 in two. B: Just not confident with writing. The other is fine. A: you can learn writing. I was thinking if you can get it. I don’t need to get sponsor. B: What is the relationship with Ielts? A: Can apply for PR. B: In what case? A: Peter told u, remember he said you can apply PR on your bachelor with 8 in two and 7.5 in two Ielts. B: I don’t remember much. A: ll call you when ill finish work. SPEAKING Presentation Levels of formality: formal Purpose: Presentation for unit assignment Audience: Lecture and other classmates A: Sharma – learner B: Lecture A: Good morning everybody. Today I am going to introduce a e-port device. So this device you can charge your phone. Can I ask you one question? B: Alright. A: How many hour you do you use your phone a day? B: Maybe two or three more hour. A: So it means you you are use using phone less. But there some people they use internet a lot. They use phone ten hour fifteen hour a day. So they have to charge their phone again and again. With this device that I am going to introduce you, his name is e-port and with this device, you can charge your phone with the cold coffee or with the hot coffee. So it uses only steam from the coffee and it charges your phone. Is it amazing? 30 July 2012 IELTS practice exam Levels of formality: neutral Purpose: practice English Audience: tutor A: tutor B: Sharma - learner A: Do you enjoy life in Australia? B: Yes, I love it the life in Australia is very good. The most I think important thing is in Australia we can work and we can also study together and also we can enjoy watching plenty of cities and beautiful girls and the many beautiful places in Australia. A: Can you tell me the different between India education and Australia education? B: Yes, there are big different between in study in a Australia and India. Because in India they study more tragical and in Australia they study more practical. When we are study here in Australia. We can see that study in … like in practical … like we can see when we study we can go to business and make assignment is real. So it not like only study book or … more practical in Australia. A: After finish studying in Australia, what is your plan in the future? B: My plan in the future is to get a good job in Australia and get settle down here. Because I love the weather and the place here. It my dream to stay here for the rest of my life with a beautiful girl. A: Have you ever been to a wedding? B: Oh yes, in India, I got many chances to join to a marriage and I really enjoy it. A: What type of wedding did you go? B: Yeah, It’s a traditional marriage. So they do their custom and celebration and we did dance together and play music and it was a really good time to meet people and make new friends. So I really enjoy it. A: Which type of wedding you want to have in the future? A traditional one or a modern one? B: Oh, actually, I like modern wedding style. It’s more I think a better traditional. A: Can you tell me the reason? B: Because now we … more modernization and people like marry with another country culture. So we married to another country girl. So it is the best to get married with a modern style. So both person will be happy. So they no need to worry about different different custom. 30 July 2012 Calling a friend Levels of formality: informal Purpose: daily conversation Audience: friend A: friend B: Sharma – learner A: What are you doing? B: Nothing, wanna download something but couldn’t. trying to integrate idm with firefox. I came here 3pm now 6:30 still couldn’t do my work. A: I don’t think IDM work with firefox. B: That’s why need wifi at home so I can learn more. I wanna download youtube video. A: use clipconverter website. B: not worthy. I need 720 quality. I tried save.net. but it’s not working in uni. A: Are you with Kunal or alone. B: Alone, Binny is studying with his friend. Maybe I will go 7pm if I cant download. Trying to update firefox. And it’s taking very very long time. like nothing gonna happen today. A: Why use Firefox, use Chorme. B: Is there any app to download video in apple? A: I don’t know. B: no worries, I found a way. A: which one? B: I installed old firefox which have compatibility with idm. A: Come back home B: Not yet. Still in library watching aussiz girls.