Posted: September 13th, 2017

A case study of a learner

A case study of a learner

 
Project description
3. A language test. You will need to use a language test which evaluates grammar, vocabulary, oral communicative competence, reading, writing, listening, and pronunciation. You should provide a rationale for the test that you choose. Use the test to further evaluate the learner’s English and identify their strengths and weaknesses. Include a copy of the completed test and scoring in the Appendices.

4. Future recommendations. Based on your analysis of the cultural and language learning background of the learner, the samples of spoken and written English, the test performance (i.e. sections 1, 2 and 3 above), devise 1) short term learning outcomes ii) medium term learning outcomes and iii) outline a programme of study which would help the learner overcome some of the problems you have identified. Prioritise language problems according to their perceived influence on the learner’s overall performance.

Both Part A and Part B must include reference to relevant literature.


Referencing Requirements:
RECOMMENDED READING AND OTHER RESOURCES
Archibald, A. (2006). Learner strategies: An interview with Steven McDonough. ELT Journal, 60(1), 63-70.
Atkinson, D. (2010). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599-622.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.
Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56(1), 9-49.
Blom, E., & Unsworth, S. (Eds.). (2010). Experimental methods in language acquisition research. Amsterdam: John Benjamins Publishing.
Brown, D.H. (2010) Language assessment : principles and classroom practices White Plains, N.Y. : Pearson Longman
Cameron, J. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Canale M, Swain M (l980) Theoretical bases of communicative approaches to Second language teaching and testing. Applied Linguistics 1(1): 1–48
Carter, R., & Nunan, D. (2001). Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Celce-Murcia, M. (2007) Rethinking the Role of Communicative Competence in language teaching. E. Alcón Soler and M.P. Safont Jordà (eds.), Intercultural Language Use and Language Learning, 41–57. Springer.Available here: http://elechina.super-red.es/celce-murcia.pdf
Chacon-Beltran, R., Abello-Contesse, C., & Torreblanca-Lopez, M. D. M. (Eds.). (2010). Insights into non-native vocabulary teaching and learning. Bristol: Multilingual Matters.
Chamot, A. (2005). Language learning strategies instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130.
Chapellea, C. A. (2010). The spread of computer-assisted language learning. Language Teaching, 43(1), 66-74.
Chen, H. – C., & Tai, H. (2010). EFL learners’ choice of learning strategies between ethnic groups TNTESOL Journal, 3, 44-54.
de Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. New York: Routledge.
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Dunn, W. E., & Lantolf, J. P. (1998). Vygotsky’s zone of proximal development and Krashen’s i+1: Incommensurable constructs, incommensurable theories. Language Learning, 48(3), 411-442.
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Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.
Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training. Cambridge: Cambridge University Press.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1997) Second Language Acquistion. Oxford: Oxford Univeristy Press. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford
University Press.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-
107.
Ellis, R. (2010). Second language acquisition, teacher education and language
pedagogy. Language Teaching, 43(2), 182-201.
Field, J. (2008). Bricks or mortar: Which parts of the input does a second language
listener rely on? TESOL Quarterly, 42(3), 411-432.
Firth, A., & Wagner, J. (1997). On discourse, communication and (some) fundamental
concepts in SLA. Modern Language Journal, 81, 285-300.
Foster, P. (1998). A classroom perspective on the negotiation of meaning. Applied
Linguistics, 19(1), 1-23.
Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions.
ELT Journal, 61(2), 91-99.
Griffiths, C., & Parr, J. M. (2001). Language learning strategies: Theory and perception.
ELT Journal, 55(3), 247-254.
Hellermann, J. & Cole, E. (2009). Practices for social interaction in the language-learning
classroom: Disengagements from dyadic task interaction. Applied Linguistics,
30(2), 186-215.
Hymes, D. (1979). On communicative competence. In C. J. Brumfit, & K. Johnson (Eds.),
The communicative approach to language teaching (pp. 5-26). Oxford: Oxford
University Press.
Hulstijn, J.H. (2011) Language proficiency in native and nonnative speakers: an agenda
for research and suggestions on second language assessment. Language
Assessment Quarterly, 8: 229–249.
Jing, H. (2006) “Learner resistance in metacognitive training? An exploration of
mismatches between learner and teacher agendas” Language Teaching
Research, 16,1, 95-119
Kramsch, C. (Ed.). (2002). Language acquisition and language socialization: Ecological
perspectives. London: Continuum.
Lamb, T., & Reinsers, H. (Eds.). (2008). Learner and teacher autonomy: Concepts,
realities and responses. Amsterdam: John Benjamins.
The others are will shown in the file which i will uploaded

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