Celta Focus On The Learner

Learner Profile

I interviewed ******** an Persian 31 twelvemonth old female pupil in the Level I category. ****’s native linguistic communication is Iranian ( Farsi ) . **** came to England a twelvemonth ago to fall in her Persian hubby who has been populating and working in England for the past 5 old ages. At present they have no kids. She has merely been go toing category at college for a few hebdomads where she is besides taking a category in mathematics in order to larn the right English nomenclature.

**** is an enthusiastic and extremely motivated pupil who arrives at category early and contributes throughout the lesson. Her chief motive for larning English is that she wishes to travel to University to analyze for a grade in mathematics. Presently in her personal life she feels she has small demand or chance to utilize English. She and her hubby speak Persian entirely at place and they besides confine their telecasting sing to watching Iranian linguistic communication movies. She has made friends with a fellow Persian pupil and outside of lessons.

and on occasion in the lesson. they communicate in Persian. **** attended English categories in Iran for one twelvemonth before coming to England.

Focus On The Learner Celta

She describes the categories as big. with 30 or more pupils. and that the focal point was on grammar regulations. reading and authorship. Dolati and Seliman ( 2011 ) 1 have highlighted that this focal point accounts for a general failing of spoken English amongst Iranians. **** feels that the focal point on reading and authorship was necessary due to the trouble of altering from Arabic to Latin book and besides altering the way of the text to go forth to compensate.

Get quality help now

Dr. Karlyna PhD

Verified

Proficient in: Goals In Life

4.7 (235)

“ Amazing writer! I am really satisfied with her work. An excellent price as well. ”

+84 relevant experts are online

Hire writer

Merely on occasion did the category acquire the chance to watch a picture and hear spoken English and so hold the chance to discourse in English what they had seen.

There were no chances to hear or talk English outside of the schoolroom. Due to this deficiency of pattern she peculiarly struggles with listening exercisings. She feels more confident when listening to the instructor when ocular AIDSs are used and confirmed that she is preponderantly a ocular scholar when she said that she truly likes the PowerPoint images used in category as the images helped her retrieve new vocabulary. She finds the speech patterns of her fellow pupils hard to understand at times.

Problems Identified

Two of the jobs that Iranian talkers frequently have when talking English. mentioned by Michael Swan and Bernard Smith in Learner English: A teacher’s usher to intervention and other jobs. were demonstrated by **** : •Word emphasis in Persian is extremely predictable and tends to fall on the concluding syllable. **** predominately stressed the concluding syllable of words during the interview e. g. read’ing ( alternatively of ‘reading ) and Brom’ley ( alternatively of ‘Bromley ) . •Conjunctions are used more often in Persian than in English. peculiarly at the beginning of sentences. The most common concurrence is ‘and’ . **** began a big figure of her sentences with the word ‘and’ .

However. the job I wish to turn to is the skip of the ‘s’ stoping on the verb when utilizing the 3rd individual remarkable. Whilst this is a common job for all scholars. Aliakbari and Toni ( 2008 ) 2 have identified that this is a peculiar job for Iranian talkers when larning English. Persian merely has one pronoun for both he and she and. when talking once or to demo regard. plural verb terminations are usually used with the remarkable pronoun. When **** spoke about her hubby she systematically omitted the ‘s’ stoping from the verb e. g. “My hubby work… . . ” . “He live…… . ” and “He speak…… . ” .

Suggested Activity

As **** has shown that she is predominately a ocular scholar I will demo her the regulations for verb terminations utilizing a permutation tabular array that we can read through and discourse together ( Attachment 1 ) . I will utilize the verbs that she made mistakes with during our interview and mention back to our treatment to give the exercising context. The tabular array besides includes negative constructions and inquiries so that she understands that in these instances ‘do’ becomes the verb that must hold with the topic.

I will inquire her to finish two gap-fill exercisings from English Grammar in Use by Raymond Murphy ( Attachment 2 ) to see if she can utilize the correct signifiers in a restricted manner. As the original errors were made whilst speech production. I will so inquire her once more about her current life to see if she is now able to utilize the mark linguistic communication right in freer pattern. If necessary we will reiterate the above stairss.

Mentions1. Dolati. I & A ; Seliman. S. ( 2011. September ) . An Probe On Persian Students’ Weaknesses In Spoken English. Journal of Edupres. Pages 94-99. Retrieved 28th October 2012. from hypertext transfer protocol: //eprints. utm. my/15930/1/JOE-1-2011-013. pdf