Professional Documents
Culture Documents
Mengzi Cai
Data analysis
Mengzi & Xichen
Instances
Incorrected Corrected
Features
We also calculated the number of nonstandard and standard instances of each feature.
Number of the
instances
Incorrected Corrected
Feature
The lack of subject 10
Subject SOR 4 35
Subject repetition 5
Plural 5
Morphology Third person 4
1
singular
Chart 2
In chart 2, there are 19 errors that occurred in terms of the subject – 10 belong to the
lack of subject, 4 belong to the SOR and 5 belong to the subject repletion. Regardless of
other constituents of a sentence, if the constituent that we are discussing in a sentence is
correctly used, we count it as a corrected instance. For example, in the sentence “There’s
also go churches there.” although this sentence contains grammatical problems, it has a
subject at the beginning of the sentence, so we regard it as a correct use of subject. We
DATA CODING AND INTERPRETATION
decide what is systematic and what is variable based on the number of instances. There are
totally 35 standard uses of the subject in the data, which is far more than nonstandard uses
of the subject, so we think that the subject is more systematic. The number of nonstandard
uses of morphology is 6, while the standard uses is 4 which is less than the nonstandard
uses, so we think that the morphology is more variable.
Report
According to the data, the interviewee makes mistakes in the uses of the adverbial
there, and the lack of articles, predicates, subjects and morphology, etc. We selected two
prototypical features (subject and morphology) to analyze. We think that several principles
from the study Input Processing in Adult SLA (VanPattern, 2004, ch. 7) can be adopted to
account for the incorrected usages in the speaker’s interlanguage. This study includes
eleven principles and we use three of them to explain the nonstandard uses in the data.
The contextual constrain principle means that the preceding context can constrain the
interpretation of the following context. In this oral interview, the HP asked the interviewee
questions which contains a cue of the present topic, thus, both the HP and the interviewee
know the topic of this conversation, namely the contextual constraint. For example, when
HP asked the direction that “Tell me about your school”, the interviewee knew that the HP
was asking about his/ her school, and his/her answer should be about the school. Besides,
DATA CODING AND INTERPRETATION
it is an oral interview which does not need to be very formal, so he/she omitted the subject
and directly answered that “Is small”. Both of them can understand that the subject of this
verb phrase is his/her school. The contextual constrain principle may explain the lack of
subject in interviewee’s utterance.
The L1 Transfer Principle state that the learners’ input process is based on the L1
Parsing Procedure. The speaker reverses the position of subject and object and the reason
may be that he/she translate the English from Chinese. For instance, the sentence of “Very
nice place is Hong Kong” is translated from the grammatical use of Chinese.
According to the Lexical Preference Principle, learners tend to process the content
lexical items before the grammatical forms which should be conincident with the same
semantic notion. For instance, the speaker answered with the sentence that “I go ou’-mos’ly
with some friend”. He/she uses the content word some to express the notion of more than
one friends, and ignore or later process the use of inflectional suffix -s to the friend.
L2 learners may have some difficulties connecting the meaning and the form. Take
the interviewee in this interview as an example, he/she knows what the question is and
what he/she is going to answer, the possible problem is that he/she may have some
difficulties connecting the meaning and the form. Because during the process of connecting,
some errors which can be explained by the principles appear: L1 transfer, lexical preference,
contextual constraints, etc. Therefore, teachers could draw on the principles of input
processing in SLA class to analyze the errors occurred in students’ interlanguage, and help
them to correct them. For example, one problem that occurs in this oral interview is the
lack of subject. Instructors may attribute it to the factor of contextual constraints, so the
students can be trained to create the complete sentences under various situations.