Linguistic Variations and Chinese learners acquisition of English

Order Description

For a sociolinguistic variable of your choice you will prepare a 7 page (double-spaced, 12 point font, 1 inch margins) literature review examining the linguistic and extra-linguistic factors associated with variant choice in a range of L1 and L2 populations. Your literature review must contain: i) an introduction in which you outline the purpose and structure of your paper; ii) an integrated and thematic overview of the research findings for your chosen variable (use headings to separate your themes); and iii) a conclusion summarizing your findings and exploring the pedagogical implications of your results. Your paper must also include a reference section presented in a consistent format that will not be counted as part of the total number of pages.

You would present a synthesis of the findings of the various studies under different themes (each with their own heading) that might include the Impact of Exposure to the Target Language on L2 Learners, the role of Majority-L1 versus Minority-L1 Status, the impact of Sex and Social Class on variant selection across the various populations, the impact of various Linguistic Factors and how these differ across your chosen populations (e.g., the nature of the post-verbal negator, the clause type, the preceding/following phonetic context, etc.).
Your assignment will be judged on the breadth and depth of your coverage of the literature, on the level of content knowledge you display, on your ability to synthesize and thematize what you have read, on your ability to think critically about what you have read, and on your ability to apply what you have read to the teaching and learning of language.

List of the things we learn in this course(but these cant be used)
Basics of the Field
• Collentine, J., & Freed, B.F. (2004). Learning context and its effects on second language acquisition: Introduction. Studies in Second Language Acquisition, 26, 153-171.
http://simplelink.library.utoronto.ca/url.cfm/25032
*an introductory reading exploring the importance of context on the acquisition of a second language.
• Mougeon, R., & Dewaele, J.M. (2004). Preface. International Review of Applied Linguistics in language teaching, 42, 4, 295-301.
http://search.ebscohost.com.myaccess.library.utoronto.ca/login.aspx?direct=true&db=eue&AN=507883413&site=ehost-live
*an introductory reading tracing the development of research in the field second language sociolinguistic variation and distinguishing between Type 1 and Type 2 variation.

Type 1 Variation
• Langman, J., & Bayley, R. (2002). The acquisition of verbal morphology by Chinese learners of Hungarian. Language Variation and Change, 14, 55-77.
http://simplelink.library.utoronto.ca/url.cfm/25054
*an exploration of the factors impacting second language learners’ ability to master complex and foreign features of the target language.

Type 2 Variation: Linguistic Constraints
• Geeslin, K.L., & Guijarro Fuentes, P. (2006). Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning, 56 (1), 53-107.
http://simplelink.library.utoronto.ca/url.cfm/25055
*an exploration of the impact of the linguistic constraints (e.g., predicate type, adjective class) on variable copula use by Portuguese learners of Spanish. For this article you may need to use the ‘e-journal’ function on the UofT library homepage.

Type 2 Variation: Interlocutor
• Dewaele, J.M. (2004). Retention or omission of the ne in advanced French interlanguage: The variable effect of extra-linguistic factors. Journal of Sociolinguistics, 8 (3), 433-450.
http://simplelink.library.utoronto.ca/url.cfm/25056
*an exploration of the impact of the native/ non-native speaker status of the interlocutor on the variable omission of ne by Irish learners of French as a second language.

Type 2 Variation: Sex and Social Class
• Mougeon, R., Rehner, K., & Nadasdi, T. (2004). The learning of spoken French variation by immersion students from Toronto, Canada. Journal of Sociolinguistics, 8 (3), 408-432.
http://simplelink.library.utoronto.ca/url.cfm/25057
*an exploration of the impact of sex and social class on the use of 13 variables by English-speaking Canadians in French immersion high school programs.

Type 2 Variation: Style
• Major, R.C. (2004). Gender and stylistic variation in second language phonology. Language Variation and Change, 16, 169-188.
http://simplelink.library.utoronto.ca/url.cfm/25059
*an exploration of the stylistic factors constraining the learning of various phonological processes in the spoken English of Japanese and Spanish speakers.

Type 2 Variation: Stays Abroad
• Howard, M., Lemée, I., & Regan, V. (2006). The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies, 16 (1), 1-24.
http://simplelink.library.utoronto.ca/url.cfm/25060
*an exploration of the impact of extra-curricular target language exposure on the variable deletion of /l/ in the spoken French of Irish learners. For this article you may need to use the ‘e-journal’ function on the UofT library homepage.

Type 2 Variation: Learner Awareness
• Littlewood, W., & Danli, L. (2006). The sociolinguistic awareness of tertiary level students in Hong Kong and Mainland China. Language Awareness, 15 (2), 97-109.
http://simplelink.library.utoronto.ca/url.cfm/25061
*an exploration of sociolinguistic intuitions of ESL learners in Hong Kong & Mainland China.

Type 2 Variation: Educational Input
• Rehner, K., & Mougeon, R. (2003). The effect of educational input on the development of sociolinguistic competence by French immersion students: The case of expressions of consequence in spoken French. Journal of Educational Thought, 37 (3), 259-281.
http://simplelink.library.utoronto.ca.myaccess.library.utoronto.ca/url.cfm/25062
*an exploration of the impact of teacher and textbook input on the learning of expressions of consequence by Canadians in French immersion high school programs.

Type 2 Variation: Pedagogical Norms
• Valdman, A. (2003). The acquisition of sociostylistic and sociopragmatic variation by instructed second language learners: The elaboration of pedagogical norms. ERIC No. ED 481 790.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/7f/ac.pdf
*an exploration of the necessity of considering sociolinguistic variation when devising a second language pedagogical norm. The example given is wh-interogative structures in French. For this article, follow the link and paste in the title.
Evaluation Grid: Final Paper & Summary (30%)

Student’s Name: _________________________________________________________________

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• Is the assignment meet the minimum page limit? No Somewhat Yes
• Does the assignment contain the required sections? No Somewhat Yes
• Does the paper draw on the literature in the field? No Somewhat Yes
• Is the tone of the assignment appropriately academic? No Somewhat Yes

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• Option #1 or Option #2
• How much pre-planning was evident in the summary posted on-line?
A range B range C range D range Lower

• How well does the introduction set up the paper?
A range B range C range D range Lower
• How detailed and effective is the body of the paper?
A range B range C range D range Lower
• How effective is the conclusion?
A range B range C range D range Lower
• How insightful and sophisticated is the paper?
A range B range C range D range Lower
• How detailed and relevant are the links to the literature?
A range B range C range D range Lower
• To what extent does the paper explore the connections between research on sociolinguistic variation and second language teaching and learning?
A range B range C range D range Lower
• Style (grammar, appropriate vocabulary, spelling, etc.):
A range B range C range D range Lower
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Grade:

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