The Role of Grammar Awareness in Learning English Wh-Movement by

Chinese L2 Learners

Presenter: Gigi TangInstructor: Dr. Pi-Ying Teresa HsuDate: Dec. 29 , 2014

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Kun, H., & Sanooch.S.Na-T. (2013) . The Role of Grammar Awareness in Learning English Wh-Movement by Chinese L2 Learners. English Language and Literature Studies, 3(3) 56-68

Citation

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ContentIntroduction

Methodology

Result

Discussion

Conclusion

Reflection3

Introduction

BackgroundStatement of the ProblemLiterature ReviewHypothesis & Questions

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Background

First language acquisition device is something innate as a genetic faculty. People learn their first language as they biologically and naturally grow up.

Introduction

(Chomsky 1986)

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Statement of the Problem

John told his wife when would he arrive at the office.(John told his wife when he would arrive at the office.) Why Sudan is so poor? (Why is Sudan so poor?)

Grammaticality Judgment Test (GJT)

Introduction

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Literature Review

“The process by which knowledge about the rule governed complexities of the stimulus environment is acquired independently of conscious attempts to do so”.

Introduction

(Reber 1989)

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Hypothesis & Questions

1. Are there any differences among Chinese L2 learners in detecting wh-movement errors before and after grammar awareness-raising model (GARM) based explanations on wh-movement?

2. What are the grammatical errors made by L2

English learners concerning wh-movement?

Introduction

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MethodologyParticipants

Research Instruments Research Procedures

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Participants Methodology

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10 native speakers, control group (CG) consisted of.

Research Instruments Methodology

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Research Procedures Methodology

figure out the target

structures

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ResultQuantitative Data Qualitative Data

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Quantitative Data

“Are there any differences among Chinese second language learners in detecting wh-movement errors before and after the instruction based on the GARM?”

Result

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Comparison Pretest among Groups

Between TG and NTG no significant (t=0.672, p=0.503>0.05)

Result

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Comparison Posttest among Groups

means :TG statistically different with NTG (t=4.389, p=0.000<0.05)

Result

TG improved grammaticality of the wh-moment, NTG remained steady.

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Comparison Pretest and Posttest within Groups

TG exhibited significant(t=2.55, sig.=0.015<0.05)

Result

NTG no significant (t=1.77, sig.=0.085>0.05).

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Qualitative Data “What are the grammatical errors made by L2 English learners concerning wh-movement before and after GARM based explanations on wh-movement?”

Result

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Type of errors in GJTType of errors

Meaning Examples& explanations

No movement forward

The subjects didn’t front the auxiliary or the tense indicator to form a direct wh-question.

*To whom John gave a glass of water? (√) The subject believed that this wh-question was correct. But actually he needed to front the INFL-past to be after the wh-word. This sentence should be marked with “×” and corrected into “To whom did John give a glass of water?

Result

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Frequency of GJT Errors in Pretest

Result

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Frequency of GJT Errors in Posttest

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Discussion

Research Question 1 1.Comparison Pretest among Groups 2.Comparison Posttest among Groups 3.Comparison Pretest and Posttest within Groups

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Research Question 1 “Are there any differences among Chinese L2 learners in detecting wh-movement errors before and after grammar awareness-raising model (GARM) based explanations on wh-movement”

Discussion

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Comparison Pretest among Groups

*Why Africa is so poor? Weishenme feizhou shi ruci pinqiong?

Discussion

62.5% TG ,50% NTG ,not notice auxiliary verb should be after the wh-word “why”.

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Comparison Posttest among Groups

The first aspect is concerned with the input that the subjects receive.

Discussion

Secondly, the forms of the feedbacks differentiated the accuracy of the judgment of the wh-movement of the TG.

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Comparison Pretest and Posttest within Groups

TG :yesNTG: no

Pretest and posttest were significantly different between TG & NTG .

Discussion

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DiscussionResearch Question 2 1.Frequency of Errors in Pretest 2.Frequency of Errors in Posttest

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Research Question 2

“What are the grammatical errors made by L2 English learners concerning wh-movement before and after GARM based explanations on wh-movement?”

Discussion

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Frequency of Errors in Pretest

16 out of 40 subjects from the TG18 out of 40 subjects from the NTG

Discussion

*The tiger searched everywhere in order to find out where had the rabbit gone. The tiger searched everywhere in order to find out where the rabbit had gone.

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Frequency of Errors in Posttest

6 out of 40 from the TG 18 out of 40 from the NTG

Discussion

*How soon he is about to become the king? How soon is he about to become the king?

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Conclusion

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Reflection

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Thanks for listening 33