Академический Документы
Профессиональный Документы
Культура Документы
1
LIST OF CONTENTS
BACKGROUND ……………………………………………………..…………....1
INTERVIEW………………………………………………………………………..2
Grammar…………………………………………………………………………….6
Phonology…………………………………………………………………………...9
Vowel sounds………………………………………………………………………..9
Consonant sounds …………………………………………………………………...9
Intonation and stress………………………………………………………………....10
Fluency ……………………………………………………………………………...10
Register and vocabulary………………………………………………………….......10
Reading ………………………………………………………………………….......11
SUMMARY ………………………………………………………………………....11
2
BACKGROUND
The interviewed is called Paulina Matamala. She lives in Concepción (the city where she
was born) in the South of Chile. She is currently living with her parents and her brother.
Her father is the only person in her family (apart from her) who speaks English and as she
manifested "Normal English like me" which indicates he has a similar level to hers.
ENGLISH STUDIES
She attributes her level of English mainly to her habit of watching movies and listening to
music in this language. She also replies to the question "Dou you remember any teacher?"
with the answer "yes, Jania Bastias. She was my English teacher" and to the question "Do
you learnt good English from her?" with the answer " yes, normal English" a similar
Her most extensive answers in the interview are the ones related to the importance she
gives to learning English. She explains she will need English because there’s plenty
3
INTERVIEW
A-Hello
P-Hello
P-Mmm... I come to the university all the day and I study all the day, because I have
P-yes
4
A-What do you study here?
A-Which year?
P-Second grade
P-Colegio Etchegoyen
A-You know, there are four abilities, speaking, listening, reading and writing. Which
P-Reading
P-Mmm because is good, you can learn many things…reading… because I study
5
P-I have be... I want to be a nursery and work in a hospital here in Concepción or
maybe in Santiago
A-Do you think that English will be helpful for your career?
P-Of course because many of the text I have to read are in English also in a .. ramo?...
called …fisiologia we have the teacher have some classes in English because he said we
have to... acostumbrarnos?... to read in English because all the actually bibliography
6
PHONETIC TRANSCRIPTION
normal English
Reading
because is good, you can learn many things…reading… because I study nursery I have to
I have be... I want to be a nursery and work in a hospital here in Concepción or maybe in
Santiago
Of course because many of the text I have to read are in English also in a .. ramo?... called
fisiologia we have the teacher have some classes in English because he said we have to...
acostumbrarnos?... to read in English because all the actually bibliography is in English for
our career.
7
MAIN DIFFICULTIES OR CULTURAL/LANGUAGE INTERFERENCES
General Analysis
Grammar
She uses “for” instead of “in” to express what she has to do in a certain place.
She uses “nursery” instead of “nurse” to explain what she wants to be in the future.
“I want to be a nursery” P4 L1
“I study nursery” P3 L2
8
3. Incorrect use of adjectives
Beyond the fact she uses the word “actual” meaning “current” she uses it the -ly
She uses the incorrect expression “all the day” either meaning “everyday” or “the
whole day”
9
She omits the subject “it” in the following sentence:
She uses the verb have in third person singular without using its correct form “has”
Phonology
Paulina has very few problems with pronunciation in the interview. She shows good control
Vowel sounds
She pronounces the “a” in English as it would be pronounced in Spanish in the following
10
examples:
RP Learner
was
RP Learner
also
Consonant sounds
There is the clear replacement of the fricative for the affricate . This is common
with Chilean speakers because they tend to associate the first sound with the way people of
RP Learner
English
She stresses mainly nouns and verbs. This helps her to get her message across, because the
listener can distinguish the important elements of what she is trying to say.
11
Vocabulary
When she has difficulties with vocabulary she switches to her L1 as seen in
“ramo?” P 4 L3
“fisiologia” P 4 L4
“... acostumbrarnos?...”P 4 L5
SUMMARY
In summary her main deficiencies are the ones related with prepositions. She has also
problems with the use of some vocabulary but nothing too serious. She recurs to switching
to mother tongue, whenever she thinks it may be better than not saying anything. She may
12
use this strategy because she knows I speak Spanish.
1. Content Objectives:
13
How assessed? Because this is a speaking class, it will be assessed through questions of the
concepts
2. Language Objectives:
Ask for unknown concepts in English using questions that allows the student to switch into
her mother tongue
Materials: Pictures of nurses doing different activities and also pictures where nurses
are wearing accessories.
14
Preparation:
Teacher introduces the class telling the student that a friend of him wants to study
Nursing and you want to know a little bit about this profession like costumes,
accessories and what nurses do.
The student responds as much as she can, the teacher encourages her asking as much
information as possible avoiding stressing her with the questions.
Presentation:
The teacher starts the lesson showing different pictures where nurses are photographed, for
each one the teacher asks to the student about elements such as what is the name of this
(indicate the costume), how do you say estetoscopio in English (introduction of the skill:
learning strategies – direct strategies – compensation strategies - Overcoming limitations
in speaking and writing – asking for help). After that, the teacher shows other set of
pictures that depicts nurses doing different activities like analyzing the blood pressure,
performing an injection etc.). Immediately after, the teacher models the questions that are
required to perform when it is necessary to obtain unknown information (Teacher Models
the questions) in terms of vocabulary and or expressions.
Practice
The teacher practices along the students some situations using a drill where the student
will ask for clarification for the different words by using the same structure “how do you
you say_____in English?” for different words.
Self-Evaluation:
The student is asked to give her opinion on how what was learnt will help her in the future.
This have one relevant purpose which is to value qualitatively the strategy and improve
the awareness on the learning process.
Expansion:
The teacher asks the student to prepare a list of words she does not know in English. These
words should be not looked In the dictionary, and then she will be asked to introduce them
in a conversation, using the structure which was presented.
15