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Getting Over L1 Word Order Interference by Means of Peer Monitoring
The following document is not just an exercise but a whole process of analysis of the needs of my students as learners and myself as teacher. Here you will find a simple but common and repetitive error found in the writing process of language learning, which is the inverted order of noun and adjective in English from the Spanish standard rule.
As being so common, there are different theories and approaches which try to explain it and a similar amount of researches who tried to solve this problem. From this perspective, I decided to select the Monitor Theory; which, in comparison to some other theories studied during the course, offered more detailed explanation from different human, learning, teaching and thought points of view, preceded by a brief and solid learner profile.
In addition, the selected approach; particularly from Krashen studies, provide evidence of effectiveness in a variety of morphologic and syntactic issues typically found in the process of learning a language, instead of acquiring it, after certain age with formal instruction.
Learner Profile
The students who present the problem are teenagers from a public school, between 15 and 18 years old. They live in neighborhoods San Carlos and San Benito, characterized for being in social stratums 2 (Alcaldía Mayor de Bogotá. 2014); which means that their life quality is low. Most of them have no supervision of their spare time or presence of the family in school when is required. The English level is below A1 standards according to the CEFR. Students have to study English but they do not need to pass the subject to be promoted to the next grade; which causes that in their last course...

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...sting similarities from one language to another, when this transference is negative it acts as interference into the second one. According to this theory, word order mistakes in writing are not catalogued as ungrammatical, but as a pragmatic anomaly. (Blutner,1998)
The present theory selection is based on the eclectic perspective developed by different authors who consider that many of the traditional methods and approaches are applicable to real teaching contexts. Monitoring is an appropriate tool, that support reliance on first language rules to learn and correct misunderstanding in language learning processes. The challenge consist of innovating in the implementation of activities that include monitoring principles, attending students real needs, taking them beyond the parameters required and foster them to become optimal monitor and self- monitor users.
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