Fossilization in the Field of Applied Linguistics Errors Second - - PDF document

Final Recorded Presentation: Defining a Term ELSP 505/Boldt

Pronunciation: Grammar: Discourse: Presentation Skills: Word Stress Sentence Stress Rhythm Pausing Thought Groups Tense Control Adjective Clauses for Defining Sentence Connectors Transitions Read and Look Up (Eye Contact) Questioning Techniques Clarification

~ Select a term from your field of study and prepare a 2-3 minute presentation defining that term. ~ ~ We will record these presentations on Mon, Nov 26 or Tues, Nov 27 (after Thanksgiving break) ~ Include the following parts in your presentation Part 1: Introduce the field, the term, and its definition (using adjective clauses). Part 2: Give examples/background information/descriptions/explanations to further illustrate the term. Part 3: Restate the definition and end with a general statement about its importance. Note: Useful phrases that can be used effectively in this type of presentation are provided on page 2 and 3 of this handout. Use this information as you plan your presentation. _________________________________________________________________________________ Sample Outline (approximate time = 2 minutes 45 seconds)

Fossilization in the Field of Applied Linguistics

Errors Second Language Learners Pronunciation, Grammar, Vocabulary Habit of Speech or Writing No amount of instruction Usually occurs when… Not children/native language ~ Adults/additional languages No interference w/communication Example Vietnamese teenager Verb declination Contrast with “Interlanguage” Temporary Natural Fossilization: Nonstandard, permanent Importance to teachers

Sources: Richards, Platt & Platt (2005), Longman Dictionary of Language Teaching and Applied Linguistics Virginia Technical Institute (2005), “Language Fossilization” Southern Illinois University Carbondale (2005), “Experiential Skills for Future Grammar Teachers”

USEFUL PHRASES FOR THIS TYPE OF PRESENTATION

Part 1: Introducing the field, the term, and its definition (using adjective clauses)

Introducing Your Topic:  Today, we’re going to be talking about ________, a term that is used in {field].  Today, I’d like to talk about __________________ as it relates to [field]. Introducing Your Definition:  In order to understand the material that we will cover today, we need to define the term. X is…  Let me give you a [basic/general] definition. X is defined as…  We will define the term ___ in the following way: X is…  In this field, the term X refers to______.

Using Adjective Clauses to Provide Information about a Term:

• 1. Term + BE + Classifying Noun + Adjective Clause

Term BE + Classifying Noun Adjective Clause

The DINOSAUR is a prehistoric animal that scientists discovered through excavations. A MAMMAL Is a class of warm blooded animals which have, in the female, milk-secreting organs for feeding the young A REFERENDUM is an occasion when you vote in order to make a decision about a particular subject, rather than voting for a person.

• 2. Classifying Noun + Adjective Clause + BE called + TERM

Classifying Noun Adjective Clause BE called + TERM

The average annual income that a particular population earns is called PER CAPITA INCOME. Clouds that produce precipitation, such as rain or hail, are called NIMBUS CLOUDS.

• 3. TERM + BE defined as / BE a type of + Classifying Noun + Adjective Clause

TERM BE defined as + Classifying Noun Adjective Clause

SITUATIONAL STRESS is defined as the stress which comes from the things and people around you.

USEFUL PHRASES (continued)

Part 2: Giving examples, descriptions, and explanations to further illustrate the term.

Illustrating further:  It is important that you understand what _______________ [means/is] because...  X usually occurs when….  ___ was first used / introduced / discovered...  Some common forms of _____ are...  _____ is used in / for...  Some problems caused by/associated with _____ are... Clarifying:  To be certain the term is clear, let me explain it in another way.  Let me put it another way/ Let me rephrase: …..  In other words,….

 It is important to contrast X with ….

 .., which are significant/important because…

Part 3: Restating the definition &

ending with a general comment about its importance.

Closing Your Presentation:  In conclusion,...(restate term and definition) End with a general statement ~ So those are some of the major… ~ So it is important to understand…. ~ As you can see, X is a crucial part of…. Giving Examples:  Let me give [you] an example: ____.  To better understand this, we might, for example, [look at/compare/examine] ___  This example might help you understand __

Topic ideas? Here are some student topics from previous semesters: data mining synapse tumorgenesis hedge fund asthma photochemical smog plasma statistical interference fertility rate kidney dialysis image deblurring biomarker GM food