Teacher Language Awareness | Assessment

Running head: TEACHER LANGUAGE AWARENESS
TEACHER LANGUAGE AWARENESS:
A case of English language learner as a second language
Name of the Student
Name of the University
Author Note

TEACHER LANGUAGE AWARENESS1
Table of Contents
Introduction................................................................................................................................2
Case study- Data collection........................................................................................................2
Analysis and interpretation........................................................................................................3
Conclusion and teacher recommendations...............................................................................11
Reference..................................................................................................................................13

TEACHER LANGUAGE AWARENESS2
Introduction
English is referred to the most commonly used world language and making it the
international language have emphasized on its significance. Being an international language,
the medium of communication has got a gateway of interacting popularity. English learned as
a second language countries are mostly the Asian region (Tannen, Hamilton & Schiffrin,
2015). Learning and acquisition have no substantial difference and therefore, they are
interchangeable. With reference to the case study presented here, the language learning
analysis and written and spoken dialects will be analysed from data collected in form of five
features of language known as phonology, lexicography, syntax, orthography and text or
discourse (Pennycook, 2017). The written and oral forms will be analysed.
Case study- Data collection
Gaethon Rakotomalala is student who immigrated to Australia and studying in
University, seeking his education in research work. He belongs to Madagascar and had been
learning English as a second language in the home country. Gaethon have moved in Australia
last year and had started taking up an English language speaking learning classes. After six
months of learning, his capability to render acute English speaking skill in Australia have
been analysed. As he started learning English as a second language from his school days, he
is aware of the writing styles and grammar syntax. However, speaking is an aspect to be
learned that he faces problem with due to his first language to be Malagasy.
The learning assessment was done on him after taking spoken English classes for six
months and the following are the ways to detect the parameters.
1. Written: Writing on a current issue of Australia to check his writing style,
dominance on the language and Grammar skills (Bauer, 2016).

TEACHER LANGUAGE AWARENESS3
2. Oral: An hour conversation was done with him to understand the five features of
speaking parameters (Cox & Fletcher, 2017).
Analysis and interpretation
The learner is a non-native English language learner from Madagascar. From the
observation we can justify certain key points regarding the learner’s issues. The issues the
learner is having during his English language learning can be justified under the following
heads: Discourse analysis, lexical analysis, Syntactic Analysis, Phonological analysis,
orthographic analysis (Trudgill & Chambers, 2017). We will be focusing on the learners
phonological and orthographical issues because that is where he had the most trouble. We
will also be looking at certain aspects of his orthographic analysis issues as, even though they
are not significantly high, there are certain identifiable issues which can affect his language
learning experience (Fuhr, 2014).
Phonological performance analysis
The first thing that the learner admitted to was his inability to hold proper
conversations in English because he finds understanding and speaking with proper
pronunciation troublesome (Murphy & Baker, 2015). He has also displayed that he has issues
with grammatical constructions while he is speaking.
L: Hello. I want purchase two chip packets. (Spoken)
Hello. I want to purchase two packets of chips. (Written)
It was also noticed that in articulation of the sentence above the learner pronounced
the word ‘chip’ (instead of ‘chips’) as / tʃ i: p / (cheap). In several other cases the learner was
identified having issue pronouncing rhyming words. In two different cases, he was identified
pronouncing ‘cat’ and ‘bat’ differently.