The Learner is a thirty-six year old Turkish lady who has permanently lived in the UK since 1995. She does not speak any other languages other than Turkish and English. She is a high school graduate with a healthy hunger to learn further.
The Learner came to England because of her marriage as her husband, another Turkish national, has his own business set up in the UK. She is a housewife and mother to twin boys, age 14. At her arrival, she was not able to speak any English. Today she is attending Cambridge University Advance Class at Farnborough College of Technology, ; her children are supportive towards her studying. She enjoys studying English but thinks that she should have studied when she was younger. However she also acknowledges that due to her early pregnancy and other family obligations, she was not able to study in her twenties and early thirties. The learner doesn’t think that going to a college twice a week is good enough but finding the ‘time’ is her main concern because she doesn’t even have enough time to be ready for her lessons or even to be prepared for her exams due to family demands. She doesn’t seem to be having confidence in her own ability although I think she is a competent English learner, especially understanding spoken English is her strongest point. However she needs to speak more and must practise with native speakers as we both agree that her ability of speak is not at advance level yet.
At first the main reason for her studying was related to her children as she wanted to help them with their school work. Additionally she has been suffering from an illness and must go to hospital in regular intervals. She has to communicate to the health professionals such as doctors and must be able understand them in order to control her condition. Although the above reasons are still current, nowadays there is more to it. The learner would like to improve her English because she feels that speaking and writing better English means ‘’Personal growth’’ for her. She hopes to become an English teacher and pursue a career in teaching. She appreciates that it is essential for her to have good command of the English language to succeed in her chosen path.
I interviewed the learner back in December 2010 and met her again afterwards. The interviews have not followed a rigid structure and this gave me greater opportunity to asses her ability in English. It has also provided me with valuable insight into some of the problems learners face when trying to learn English. Being a native speaker of Turkish myself, I encouraged the learner to talk to me in English as I found out during the interview that she has no great opportunity to practise. All of her friends are Turkish except an English lady, married to a Turkish man, and two Romanians from her class. Having spent several hours with the learner and talking to her in English and also reviewing her written work has enabled me to identify several areas of the English language in which she has exhibited weakness.
The learner has difficulty in using infinitives; this also leads her to choose inappropriate grammatical structures. Another area that I consider as a weakness of hers is her usage of articles. In fact, this is a common problem for Turkish learners because there is no article structure available in Turkish language. I also noticed that she omits prepositions especially when talking or writing about places.
***Please note where there were more then one error in her sentences, I only focused on the error that is relevant to sub-heading and underlined it.
** The incorrect usage of the Infinitives
Quota from written work The reason why I am writing to you is that give you advice of about holiday place in Turkey.
Corrected Version The reason I am writing to you is TO GIVE advice on holiday destinations in Turkey.
Quota from written work I always go to Turkey olmost summer time for holiday and to visit our families and our friends.
Corrected Version I always go to Turkey during the summer and visit my family Quota from written work I could help you how to register with estate agencies
Corrected Version I could help you TO REGISTER with several travel agencies. Quota from the tape I don’t want to depends on someone
Corrected Version I don’t want to depend on someone Quota from the tape I don’t want to somebody help me
Corrected Version I don’t want TO TAKE somebody with me TO HELP me.
** The incorrect usage of articles
Quota from written work We usually go to sea side
Corrected Version We usually go to THE SEASIDE Quota from written work You asked me to send you some details about the holiday places in Turkey.
Corrected Version You asked me to send you some details about holiday destinations in Turkey.
Quota from the tape I really want to be a teacher, English teacher.
Corrected Version I really want to be AN English Teacher Quota from the tape I always face to face talk doctor
Corrected Version I always talk to THE doctor face to face Quota from the tape Hospital is too long way in London
Corrected Version THE hospital is far away in London
Quota from the tape I passed all examinations
Corrected Version I passed all THE examinations Quota from the tape Our English same level
Corrected Version Our English is THE same level
* The incorrect usage of prepositions
Quota from written work The reason why I am writing to you is that give you advice of about holiday place in Turkey.
Corrected Version The reason I am writing to you is to give advice ON holiday destinations in Turkey.
Quota from written work We stayed different hotel every year.
Corrected Version We stay AT different hotel s every year. Quota from the tape They are full education now.
Corrected Version They are IN full time education. | Quota from the tape At the moment he doesn’t want to work any place.
Corrected Version At the moment he doesn’t want to work AT any place. Quota from the tape When I speak, first off all I think Turkish, then translating English.
Corrected Version When I speak, first I think IN Turkish, then translate it TO English. |
Recommendations
I advised the learner to practise by using ‘English Grammar in Use’, 3rd Edition, by Raymond Murphy Cambridge University Press, ISBN 0-521-53289-2
Practise for infinitives, Unit 54 & 55 pages 108 to 111
Practise for articles, Unit 72-73 & 75 pages 144 to 147 and pages 150 to 151
Practise for prepositions, Unit 123,124 & 125 pages 245 to 251
The learner would benefit from making friends with native English speakers but if this is not possible at this stage then at least she can watch English TV with subtitles instead of watching Turkish TV. I also recommend her to do voluntary work for couple of hours per week as this will enable her speak English rather then her native language.
I offered her my ongoing support as this would be beneficial to us both. For her, as a student, learning from another Turkish national with similar experiences to hers is valuable and makes her feel more confident in her ability. On the other hand, meeting the learner provides me valuable teaching practise.
Moving forward, I also suggest that the learner should invest in two dictionaries and a grammar book.
Longman Active Study Dictionary as it is ideal for intermediate students who want a dictionary that lasts them up to advanced level. The Active Study includes all the information students need to improve their English and increase their vocabulary in a portable size. It has more words, phrases, and examples than any other dictionary at this level.
Longman Language Activator as this writing dictionary expands students ' vocabulary effectively, and helps them to improve their writing. The Longman Language Activator takes students from a key word or basic idea, like ‘good ', and shows them more precise words or phrases with information on register, context and grammar structures.
English Grammar in Use, by Raymond Murphy is a classic grammar title. It retains all the key features of clarity and accessibility that have made the book popular with students and teachers alike. The book is available both with and without answers, making it ideal for self-study, but also suitable for reinforcement work in the classroom.
References
* Materials for assessing English for Speakers of Other Languages (ESOL) by Department for Educational Skills
*English Grammar in Use, by Raymond Murphy, by Cambridge University Press
*How English Works, a Grammar practice book by Oxford Press
References: * Materials for assessing English for Speakers of Other Languages (ESOL) by Department for Educational Skills *English Grammar in Use, by Raymond Murphy, by Cambridge University Press *How English Works, a Grammar practice book by Oxford Press
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