Select two of the following four cases. For each case, your response will be 1,000-1,250 words in length (excluding the reference list). Total word length for Task 2: 2,000-2,500.

The required form is that of a report: that is, you should use sub-headings. Please do not use more than two levels of sub-headings, and do not use numbering (eg 1.2 indicating category one, sub-category two).

For each of the two cases, you must cite the set textbook ( Languages are Learned, by Lightbown, P. & Spada, N. Oxford University the answer only from Chapter 1 to 6) , as well as a minimum of four published works taken from the reading pack or reference list supplied. You may additionally (but not alternatively) cite relevant readings beyond those which are cited in this subject. Please do not simply recycle citations which you used in Task 1.

If you discuss L1/L2 connections, Phonology may only be covered briefly, as this area is already covered in the Phonology and Pronunciation subject within this MA program

Cases 1-4
Drawing upon the data provided, consider how the following factors influence the learner’s L2 development:

i) the similarities and differences between L1 and L2
ii) psychological factors
iii) social factors.

Then, drawing upon relevant literature, consider implications for language teaching/learning
[250 words max].

Case 1 [ESL- immigrant to Australia]
This question as worded below specifies the student’s age, gender, L1 and country of origin. However, you may vary this question for gender, L1 and country of origin, if this would render it more useful for you. The student’s age, and other details as below, must remain the same.

Van is a nine-year old boy of Vietnamese background who immigrated to Australia through the family reunion scheme one year ago. He is living with his parents and two younger sisters in rented accommodation in Sydney’s Western suburbs. Van attends the local primary school, as well as Vietnamese L1 maintenance classes on a Saturday.

In Vietnam, Van received three hours a week EFL instruction at a private language school, through which he became familiar with some basic English vocabulary, grammar, and writing.
Van is an average student, of a quiet disposition, who in his free time enjoys computer games, soccer and reading. In the classroom, he prefers observation and reflection to experiment and discovery. Van’s parents are small-business people, who completed Year 12 schooling in Vietnam. They believe that success in education, as in life, depends more upon effort than ability.

Case 2 [ESL – sojourner in Australia]
Lee is 19 years old. She is attending a full-time English program at an ELICOS college in inner-city Sydney, while working twenty hours per week in a fast-food outlet. Lee has been in Australia for 2 months: she has another two months remaining in her English program, after which time she hopes to have attained the 6.5 IELTS test score which is required to enter a B Bus (Commerce) program at a local university. Lee plans to return to China when she completes her Australian degree.

Lee comes from Yunnan province in China. She was an above-average student who performed well in examinations which dealt principally with English grammar and reading comprehension. Lee’s literacy in Chinese is at a high level. In her English class, Lee likes to engage in structured discussion-type tasks in L2. She also strives to attain a high degree of accuracy in her speech and writing. Lee places high value on receiving teacher correction of her spoken and written L2.

Lee’s contacts in Sydney have been formed with other international students at her ELICOS college; the majority of her classmates are from China, Taiwan, Korea and Japan. Lee is sharing a flat in the inner city with three other international students of Chinese background.
She spends approximately 7-10 hours per week online, accessing Social Networking and other sites where she communicates mainly in Chinese and occasionally in English. Her favourite music and fashion is Japanese.

Cases 3 & 4
Two chapters are provided from Language and culture (eds David Nunan & Julie Choi, 2010).
Each is a short narrative and reflection upon the learning of second languages by English speakers: in Case 3, of Spanish; and in Case 4, of French and Japanese.

Case 3: Rod Ellis: ‘Otra estación – A first Spanish lesson’ see Appendix 1
Case 4: Martha Cummings: ‘Minna no nihongo? Nai!’ see Appendix 2.

2) Assessment Criteria

1) explains key concepts relating to language development
2) analyses linguistic, psychological & social dimensions of learning
3) relates theory to classroom practice
4) produces accurate and cohesive written English, with correct citation & referencing