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Exercise: Investigating the effects of instruction

A teacher has drilled her students in the structure called 'indirect questions': Do you know where my book is? Do you know what time it is? Did he tell you what time it is?

As a direct result of the drills, all students in the class ere able to !roduce the structure

correctl" in class# After class, a student ca$e u! to the teacher and as%ed: Do you know where is Mrs Irving?

In other ords, onl" $inutes after the class, in s!ontaneous s!eech, the student used

the structure !ractised in class incorrectl"#


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1# &hat do "ou thin% is the reason for this $isuse

2# (ad the lesson been a aste of ti$e)# (o ould "ou find out

4# &hat can "ou conclude fro$ this e*a$!le

+- .2001: 1)/


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Problem:

Is this competence or performance?

One can onl" ever observe !erfor$ance, and

infer co$!etence fro$ it#

hen

(o can one be confident that !articular

!erfor$ance sa$!les are a reflection of

co$!etence of the t"!e e are targeting


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Towards a solution

1# -elect tas%s in a careful and !rinci!led a"

2# &henever !ossible, elicit $ore than one t"!e

of !erfor$ance $easure and then triangulate#


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Another common problem

lusive language:

-o$e t"!es of language are usuall" ver" hard

to find .at least in enough quantities/

-olution: 3e as inventive as !ossible


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Exercise:

5evise a tas% to elicit $an" e*a$!les of

questions in children in a a" that is as natural

as !ossible#


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Methodological decisions

&hat do "ou ant to find out about learner

language

&hat design and data are a!!ro!riate

for "our 678 ongitudinal vs# crosssectional designs

8 *!eri$ental vs# naturalistic data

8 Investigating co$!etence vs# !erfor$ance

8 riangulation


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&hat types of learnersill "ou be or%ing ith8

;hild vs adult8 iterate vs illiterate

8 ducated vs uneducated

8 evel of 2 !roficienc"

8 tc#

he above ill restrict "our choice of tas%s#


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Are "ou clear about:8

the theory of languagethat "ou ill ado!t.e#g#, functionalist, for$alist, etc#/8 the theory of language learningthat "ou ill

ado!t.e#g#,


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Types of analyses

&hat t"!e of linguistic anal"sis is required8

-ociolinguistic8 inguistic

8 ?s"cholinguistic

8 @eurolinguistic

8 tc#


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&hat level of linguistic anal"sis is required8

?honetic8 ?honological

8 or!hological

8 -"ntactic

8

-e$antic8 ?rag$atic

8 -t"listic

his ill deter$ine the basic units of anal"sis that area!!ro!riate#


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arning

A co$$on $ista%e is to assu$e that accurac" .i#e#,targetli%e behaviour/ is the onl" relevant criterion in

interlanguage anal"sis

(oever, other criteria can also be infor$ative, such as

5ecrease inco$!lete absence of an 2 feature Increase in atte$!ts at e*!ressing that 2 feature e$!orar" oversu!!liance of an 2 feature Increased accurac"


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Types of data

Exercise: ;lassif"ing tas%s and data


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Tools for analysis

ranscri!tion conventions.e#g# I5- $anual htt!:>>tal%ban%#org>data>I5->

;A@ .htt!:>>childes#!s"#c$u#edu/&ords$ith, etc#

-tatistics ?s"chological testing

.e#g#, or%ing $e$or" tests/
http://talkbank.org/data/LIDES/http://talkbank.org/data/LIDES/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://talkbank.org/data/LIDES/http://talkbank.org/data/LIDES/http://talkbank.org/data/LIDES/


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!ome commonly used analysis

techni"ues

-O;

>childes#!s"#c$u#edu>data> I;

.International ;or!us of earner nglishB see +rae$e (ughesabout access/

2# Other inguistist eb site

htt!:>>#linguistlist#org -A6+ lin%s !age

htt!:>>#ling#lancs#ac#u%>grou!s>slarg>inde*#ht$
http://childes.psy.cmu.edu/data/http://www.linguistlist.org/http://www.ling.lancs.ac.uk/groups/slarg/index.htmhttp://www.ling.lancs.ac.uk/groups/slarg/index.htmhttp://www.linguistlist.org/http://www.linguistlist.org/http://www.linguistlist.org/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/http://childes.psy.cmu.edu/data/


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