LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS

SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT

PROFESSOR: MARIA HERRERA

RUBRIC: Analysis of students’ second language production and error analysis

STUDENTS: María Pájaro and Nini Mejía

CRITERIA MAX POINTS MAX POINTS
POINTS OBTAINED POINTS OBTAINED
PRESENT. Written
report
Description and evidences of 1.0 1 1
learning strategies made by
the learners
Description and evidences of 1.0 0,5 1
learner´s errors analysis.
Explain strategies you would 1.0 0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 1.0 -
Knowledge and preparation 1.0 0 -
of the topic

The use of academic sources - - 1

to support their point of view
Correct use of citations and - - 1
references APA

TOTAL POINTS 5.0 2,5 5,0

FEEDBACK:
• Considering the learner´s English level, the questions applied to get
information about his / her strategies were not suitable.
• There was no evidence of the information gathered to develop the error
analysis.
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA

RUBRIC: Analysis of students’ second language production and error analysis

STUDENTS: Sonia Arrieta, Yeiris Gómez, Karen Rodríguez and Yuranis Prada
CRITERIA MAX POINTS MAX POINTS
POINTS OBTAINED POINTS OBTAINED
PRESENT. Written
report
Description and evidences of 1.0 1 1
learning strategies made by
the learners
Description and evidences of 1.0 1 1
learner´s errors analysis.
Explain strategies you would 1.0 1 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 0,5 -
Knowledge and preparation 1.0 0,5 -
of the topic

The use of academic sources - - 1

to support their point of view
Correct use of citations and - - 1
references APA

TOTAL POINTS 5.0 4,0 5,0

FEEDBACK:
• Don´t chew gum while doing a presentation
• What would you do with the error´s analyzed? (Read the text the “Nature of
learner language” by Rod Ellis
• You read too much in the presentation.
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA
RUBRIC: Analysis of students’ second language production and error
analysis
•
STUDENTS: Onyx Bello, Xilena Valencia, Andrea Betín and Marcos Muñiz

CRITERIA MAX POINTS MAX POINTS

POINTS OBTAINED POINTS OBTAINED
PRESENT. Written
report
Description and evidences of 1.0 1 1
learning strategies made by
the learners
Description and evidences of 1.0 0 1
learner´s errors analysis.
Explain strategies you would 1.0 0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 0,5 -
Knowledge and preparation 1.0 0,5 -
of the topic

The use of academic sources - - 1

to support their point of view
Correct use of citations and - - 1
references APA

TOTAL POINTS 5.0 2,0 5,0

FEEDBACK:
• There was no evidence of the information gathered to develop the error
analysis.
• You did not use any academic source to support your point of view.
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA
RUBRIC: Analysis of students’ second language production and error analysis
STUDENTS: Jonatán Muñiz, Ana Márquez, Sailem Pérez, Verónica Bermúdez
CRITERIA MAX POINTS POINTS MAX POINTS
PRESENT. OBTAINED POINTS OBTAINED
Written
report
Description and evidences of 1.0 1,0 1
learning strategies made by
the learners
Description and evidences of 1.0 1,0 1
learner´s errors analysis.
Explain strategies you would 1.0 0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 1.0 -
Knowledge and preparation 1.0 1,0 -
of the topic

The use of academic sources - 1

to support their point of view
Correct use of citations and - 1
references APA

TOTAL POINTS 5.0 4,0 5,0

FEEDBACK:
• It was interesting that you got information about the strategies used to develop
the four skills (well done)
• There was stated some academic sources
• You mentioned an example of the learner´s production. However, you did not
analyze the errors in depth.
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA
RUBRIC: Analysis of students’ second language production and error analysis

STUDENT: Wendy Contreras

CRITERIA MAX POINTS POINTS MAX POINTS
PRESENT. OBTAINED POINTS OBTAINED
Written
report
Description and evidences of 1.0 1,0 1
learning strategies made by
the learners
Description and evidences of 1.0 1,0 1
learner´s errors analysis.
Explain strategies you would 1.0 0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 1.0 -
Knowledge and preparation 1.0 1,0 -
of the topic

The use of academic sources - 1

to support their point of view
Correct use of citations and - 1
references APA

TOTAL POINTS 5.0 4,0 5,0

FEEDBACK:
• The verb “eat” in the learner´s sample seems to be a mistake not an error
since, she knows the rules about the past simple form.
• Maybe, it could be used to talk about fossilization or overgeneralization.
• Not having a lot of vocabulary can be related with the interlanguage process.
• You mentioned an example of the learner´s production. However, you did not
analyze the errors in depth
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA

RUBRIC: Analysis of students’ second language production and error analysis

STUDENTS: Natalia Parra, Deiver Palacios, Elmis Altamar, María José Serpa
CRITERIA MAX POINTS POINTS MAX POINTS
PRESENT. OBTAINED POINTS OBTAINED
Written
report
Description and evidences of 1.0 0,5 1
learning strategies made by
the learners
Description and evidences of 1.0 1,0 1
learner´s errors analysis.
Explain strategies you would 1.0 0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 1.0 -
Knowledge and preparation 1.0 1,0 -
of the topic

The use of academic sources - - 1

to support their point of view
Correct use of citations and - - 1
references APA

TOTAL POINTS 5.0 3,5 5,0

FEEDBACK:
• GTM is a method commonly used by teachers in the classroom.
• Which strategies from the GTM did the learner use?
• Who gave him /her the GTM activities?
• You mentioned an example of the learner´s production. However, you did not
analyze the errors in depth
 LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS
SECOND LANGUAGE ADQUISITION- CLASSROOM PROJECT
PROFESSOR: MARIA HERRERA

RUBRIC: Analysis of students’ second language production and error analysis

STUDENT: Ivanni Salcedo

CRITERIA MAX POINTS POINTS MAX POINTS

PRESENT. OBTAINED POINTS OBTAINED
Written
report
Description and evidences of 1.0 1,0 1
learning strategies made by
the learners
Description and evidences of 1.0 1,0 1
learner´s errors analysis.
Explain strategies you would 1.0 1,0 1
propose in order to treat
learner´s errors
Attitudinal item 1.0 1.0 -
Knowledge and preparation 1.0 1,0 -
of the topic

The use of academic sources - - 1

to support their point of view
Correct use of citations and - - 1
references APA

TOTAL POINTS 5.0 5,0 5,0

FEEDBACK
• You used academic sources to describe the learner´s strategies
• It was applied the interlingua process
• You develop the error´s analysis in an appropriate form