APPLICATION OF PROCESSABILITY THEORY TO SFI STUDENTS’ L2 WRITING COMPETENCIES

Detta är en Master-uppsats från Göteborgs universitet/Institutionen för pedagogik och specialpedagogik

Sammanfattning: Aim: The main purpose of this study is to study the written proficiency of SFI students atdifferent morphological learning levels, and their ability to conjugate verbs, nouns,and adjectives using a wordless children book (frog-story).Theory: This study tries to link SFI levels of written proficiency to the levels of Pienemannhierarchy of language learning. Processability theory is a universal theory of L2that is applicable to different languages. This theory has been adopted to cover notonly the process of L2 acquisition but also the development of grammatical forms.PT demonstrated which L2 forms and which variants of grammatical forms areprocessable at every developmental stage.Method: The study is a linguistic study within language-learning using a combination ofprimarily quantitative and qualitative methods. It utilizes a commonly used pictorialfrog-story (Mayer,1969) and an accepted taxonomic model of language acquisition,the Pienemann model of processability hierarchy. The morphemes written by SFIstudents were identified from qualitative data (narratives) and then processed via aquantitative method (independent sample t-test).Results: The study shows that Pienemann model can be applied to the writing skills of thestudents of C and D levels of SFI.In this study, the SFI students’ narrative abilities, the numbers of morphemeswritten, and students’ competences to conjugate and put in agreement three mainword classes (verb, noun, and adjective) were evaluated. Independent Samples Ttestwas used to confirm that writing competences of advanced-level (D level)students are higher than writing competences of beginner-level (C level) students.The analysis of the morphemes produced by the students revealed that beginner level(C level) students demonstrated the 1st, 2nd and 3rd levels of Pienemann model ofprocessability hierarchy, while advanced-level students demonstrated higher resultsat the 2nd, 3rd, and 4th levels of the model.

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