Addressing the grammar needs of Chinese EAP students : an account of a CALL materials development project
This study investigated the grammar needs of Chinese EAP Foundation students and developed electronic self-access grammar materials for them. The research process consisted of three phases. In the first phase, a corpus linguistics based error analysis was conducted, in which 50 student essays were compiled and scrutinized for formal errors. A tagging system was specially devised and employed in the analysis. The EA results, together with an examination of Foundation tutorsâ perceptions of error frequency and gravity led me to prioritise article errors for treatment; in the second phase, remedial materials were drafted based on the EA results and insights drawn from my investigations into four research areas (article pedagogy, SLA theory, grammar teaching approaches and CALL methodologies) and existing grammar materials; in the third phase, the materials were refined and evaluated for their effectiveness as a means of improving the Chinese Foundation studentsâ use of the article. Findings confirm the claim that L2 learner errors are systematic in nature and lend support to the value of Error Analysis. L1 transfer appears to be one of the main contributing factors in L2 errors. The salient errors identified
Chuang, Fei-Yu
LB Theory and practice of education ; PE English
Addressing the grammar needs of Chinese EAP students : an account of a CALL materials development project. This study investigated the grammar needs of Chinese EAP Foundation students and developed electronic self-access grammar materials for them. The research process consisted of three phases. In the first phase, a corpus linguistics based error analysis was conducted, in which 50 student essays were compiled and scrutinized for formal errors. A tagging system was specially devised and employed in the analysis. The EA results, together with an examination of Foundation tutorsâ perceptions of error frequency and gravity led me to prioritise article errors for treatment; in the second phase, remedial materials were drafted based on the EA results and insights drawn from my investigations into four research areas (article pedagogy, SLA theory, grammar teaching approaches and CALL methodologies) and existing grammar materials; in the third phase, the materials were refined and evaluated for their effectiveness as a means of improving the Chinese Foundation studentsâ use of the article. Findings confirm the claim that L2 learner errors are systematic in nature and lend support to the value of Error Analysis. L1 transfer appears to be one of the main contributing factors in L2 errors. The salient errors identified
addressing grammar need chinese eap student account call material development project study_investigate grammar need chinese eap foundation student develop electronic self access grammar material them process consist_three phase first_phase corpus_linguistics base error analysis conduct student essay compile scrutinize formal error tag system specially devise employ analysis together examination foundation tutor perception error frequency gravity lead prioritise article error treatment second_phase remedial material draft base insight draw investigation area article pedagogy sla theory grammar teach approach call methodology exist grammar material third phase material refine evaluated effectiveness mean improve chinese foundation student use article findings confirm claim learner error systematic nature lend support value error analysis transfer appear one_main contribute_factor error salient error identify