Week 4 Formative Assessment – Revised Language Learner profiles

Rushana Pulatjonova
MA TESOL Program ( 9K 2024) Webster university in Tashkent
TESL 5230: Theories of Foreign and Second Language Acquisition
Avazbek Abbosov
November 19. 2024
Statement of originality and Assistance

This assignment is completely original and is all my own work. I used Microsoft Word to
compose this assignment and used the spelling and grammar checker in this program.

Disclosure of Prior Existing Material

This assignment incorporates work from Week 3, specifically the revised learner profiles and
related discussions on age and language acquisition. These materials were adapted and expanded
upon for this formative assessment.

Revised Language Learner Profiles

Learner Profile 1: Safia

Safia is a 15-year-old English language learner from Azerbaijan. She has been studying English
for approximately eight months and is currently at a B1 (Intermediate) proficiency level. Safia
shows strong grammar and reading comprehension skills but struggles with speaking and
writing. Her listening skills are also developing, but she finds it challenging to understand
spoken English fully and to express her ideas clearly in writing.

Age plays a crucial role in Safia’s language learning. According to Muñoz (2019) and Singleton
& Pfenninger (2018), 15-year-olds have cognitive abilities that allow them to handle abstract
grammatical structures and engage in metalinguistic thinking. However, they may still face
challenges in acquiring fluent pronunciation and may require more practice to become confident
in spoken language. At this age, learners are often more capable of formal learning and
conscious grammar instruction, but developing fluency and natural language production,
particularly in speaking and listening, can be more difficult.

Compared to younger learners (e.g., children under 12), Safia’s age gives her an advantage in
processing complex grammatical structures but may limit her ability to absorb native-like
pronunciation and accent without significant practice. In contrast, older learners (e.g., university
students) may have a more developed language-learning strategy and more opportunities for
immersion, making them more adept at acquiring language through exposure rather than formal
instruction alone.

Selected Language Aspects:

1. Phonetics/Phonology (Pronunciation):
For Safia, acquiring native-like pronunciation may be more challenging due to her age, as she is
past the critical period for phonetic acquisition (Muñoz, 2019). At 15, learners often struggle
with pronunciation, particularly when it comes to intonation and stress patterns. The difficulty
arises because the speech organs have already developed, and the learner is no longer as
adaptable to the fine-tuned sound patterns of a new language. As a teacher, I would need to
provide specific, repetitive pronunciation practice and focus on listening tasks that help Safia
distinguish subtle differences in sounds.

2. Grammar (Syntax):
Safia is likely to handle grammar structures more easily because of her age and cognitive
maturity. At 15, learners can often grasp abstract grammatical rules and apply them in written
and spoken contexts (Singleton & Pfenninger, 2018). However, due to her limited speaking
practice, transferring this grammatical knowledge to spoken language might be challenging. To
address this, I would incorporate interactive speaking activities that allow Safia to practice using
grammar structures in context.

Learner Profile 2: Kamron

Kamron is a 15-year-old English language learner from Uzbekistan, whose first language is
Russian. He has been studying English for about a year, primarily focusing on grammar. Kamron
has intermediate proficiency, with a strong grasp of grammatical structures, but struggles with
speaking, writing, and listening due to limited practice. Kamron’s main motivation for learning
English is to achieve a high score on the IELTS exam, which he hopes will allow him to study
abroad.
For Kamron, age plays a similar role in language acquisition as it does for Safia. Being 15,
Kamron has the cognitive ability to understand abstract language concepts, particularly grammar
(Muñoz, 2019; Singleton & Pfenninger, 2018). However, like Safia, Kamron will face challenges
in acquiring fluent pronunciation and the ability to use grammar structures naturally in spoken
English. His age places him at an advantage compared to younger learners who may lack the
cognitive ability to understand complex grammar but at a disadvantage compared to older
learners who may have more practice and immersion opportunities in real-world contexts.

Selected Language Aspects:

1. Phonetics/Phonology (Pronunciation):
As with Safia, Kamron will face challenges with pronunciation, especially given that he is at an
age where achieving a native-like accent is more difficult. His Russian background may also
interfere with certain sounds that do not exist in his first language. For Kamron, targeted
pronunciation exercises and activities that focus on specific sounds and speech patterns will be
crucial. Additionally, I would use multimedia resources (e.g., videos and recordings) to help him
with listening comprehension and imitation.

2. Grammar (Syntax):
Kamron has a solid foundation in grammar, which is typical for learners of his age (Muñoz,
2019). However, the difficulty for him lies in transferring his grammatical knowledge to
productive skills, such as speaking and writing. For Kamron, it is essential to design
communicative activities where he can practice using grammar in context, making the abstract
rules more tangible through practice.

Part 2: Teaching Philosophy Statement

As an educator, I believe in creating a student-centered classroom where language learning is
interactive and engaging. I see language learning as more than just mastering grammar and
vocabulary; it’s about being able to communicate effectively in real-life situations. I believe all
students, no matter their age or background, can learn a language if they have meaningful
opportunities to use it.
I focus on making lessons interesting, encouraging communication, critical thinking, and
problem-solving. When students feel motivated and confident in using English, they are more
likely to engage in their learning. I create a supportive environment where mistakes are seen as
part of the process, and students are encouraged to try out language without fear of judgment.

I also adapt my teaching to meet the needs of all students. For younger learners, I use hands-on
activities like role-playing and games to keep them interested. For older students, I focus on
academic English, helping them develop skills for higher education and career success. In every
lesson, I encourage students to use English as much as possible, both in and outside the
classroom.

I believe language learning is a lifelong journey. My goal is to not only teach students English
but also help them develop the skills to continue learning on their own, through self-study,
interacting with native speakers, or immersion in English-speaking environments. I aim to
inspire my students to enjoy the process of learning and see it as an ongoing adventure.

References:
Muñoz, C. (2019). A new look at “age”: Young and old L2 learners. Language Teaching.

Singleton, D., & Pfenninger, S. E. (2018). L2 acquisition in childhood, adulthood, and old age:
Misreported and under-researched dimensions of the age factor. Studies in Second Language
Acquisition