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SFL Error Analysis-2

This document discusses developing a diagnostic grammar error analysis framework using systemic functional linguistics (SFL). It explains that the goal is to create an educational diagnostic test that identifies student strengths and weaknesses, and the underlying reasons for errors. It discusses using SFL to analyze errors by examining processes, participants, and circumstances. The output would provide notation of errors analyzed through an SFL framework. Next steps include further developing the SFL analysis, error coding learner output, and interviewing learners to understand thought processes behind errors.

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117 views

SFL Error Analysis-2

This document discusses developing a diagnostic grammar error analysis framework using systemic functional linguistics (SFL). It explains that the goal is to create an educational diagnostic test that identifies student strengths and weaknesses, and the underlying reasons for errors. It discusses using SFL to analyze errors by examining processes, participants, and circumstances. The output would provide notation of errors analyzed through an SFL framework. Next steps include further developing the SFL analysis, error coding learner output, and interviewing learners to understand thought processes behind errors.

Uploaded by

api-336283369
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 19

Developing a Diagnostic

Grammar Error Analysis


Framework using SFL
Why Am I Doing This?
Roz Hirch
ENGL 630

Introduction

Why I am doing this

How I am using SFL

Ideational metafunction

What the output is

Diagnostics, PT, and SFL

Example

Where to go next

Why I am doing this

Diagnostic test of grammar

Construct definition: SFL

Building on:

Chapelle, C., Chung, Y, Hegelheimer, V., Pendar, N., and Xu, J.


(2010).
Towards a computer-delivered test of productive grammatical ability.
Norris, J. (2005).
Using developmental sequences to estimate ability with English
grammar: Preliminary design and investigation of a web-based test.

Why I am doing this

1.

An educational diagnostic test should do 2 things:


Identify what students do well, and (more informationally) what
they do not do well

2.

Errors vs mistakes

Identify the underlying reasons for students errors

Thought processes

Why I am doing this

Processability Theory

Implicational hierarchy

Advantages:

Implicit grammar

Developmental sequence for


classifying errors

Method for identifying errors


vs mistakes

Differentiates types of errors

Explains some thought


processes

Disadvantages

Extremely limited in
grammar that can be
tested

Annoyingly complicated
for small returns

Thought processes are


superficial

Why I am doing this


Question:
Where can I get a framework (like PT) for SFL?

Answer:
Youll have to make it, based on other SFL research.

BUT:
Is that appropriate? Or even possible?

Why I am doing this


Systemic Functional
Linguistics

Grammar Diagnostic Tests

Specific to a course of
study

Specific to situational
context

Identify learners
strengths & weaknesses

Identifies learners
strengths & weaknesses
(rubrics)

Provide feedback

Lots of examples of
feedback in SFL

Why I am doing this


Systemic Functional
Linguistics

Grammar Diagnostic Test

Identifying patterns of
errors
Classify types of errors
Requires fine-grained
analysis

Possible, by context

Possible, by category

This is possible in SFL


(Derewianka, Martin,
etc)

Why I am doing this

Martin
(1998)

Why I am doing this


Systemic Functional
Linguistics

Grammar Diagnostic Tests

Target implicit learning

Identify thought
processes

Focuses on implicit
learning

Facilitates discussion of
thought processes

How I am using SFL

How I am using SFL


Considerations:
Processes
Are

they appropriate for the genre?

Content,

tense

How I am using SFL


Participants
What
Are
Is

is the nature of the participants?

participants appropriate for the process?

there a move to abstraction?

What
Are

types of modifiers are being used?

modifiers appropriate for the head?

How I am using SFL


Circumstances
What

is being indicated by the circumstance?

Where

is the circumstance in relation to other


elements?

What the output is


When I was a 7 year old, I was very weak.

Text
ua
So my father teached many kinds of sports.l?
[Process<Material>]Spelling

[Participants<Goal <numerative, classifier, head>>,


As a result, to play the sports are better than to study
<*Beneficiary/Circumstance<Role>>]
school.
[*Participant<Carrier/Actor>;
Process<Relational/Material>]

in

Eventually I couldn't get a high grade in school.


[Participants<*pointer?
abstraction?
nominalization?>]
So my mother teached
the studying,
piano and

drawing.

What the output is


I didn't also like studying during highschool.
Textual

I had a more time to play with my friend than to study.


[Participant<Value <*pointer? numerative, head>>]

I had to buy the clothes in order to play.


[*Participant<Beneficiary<*pointer? abstraction?, head]

It was very important to decorate by myself.


[Circumstance(Clause)<Material; Participant<*beneficiary>>]

So I worked the many kinds of part.


[Participant<Goal<*pointer?, numerative, classifier, head>>]

Where to go next

Domain Definition

Error analysis of learners output

Improve identification of ideational

Refine notation process

Include textual & interpersonal (dtr)

Interviews with learners

Asking what they did well & poorly

Try to understand thought processes

Where to go next

How
thes would y
e er
o
rors u discu
stud
ents
with
ss
When I was a 7 year old, I was very weak. ?
So my father teached many kinds of sports.

[Participants<Goal <numerative, classifier, head>>,


<*Beneficiary/Circumstance<Role>>]

As a result, to play the sports are better than to study in


school.
[*Participant<Carrier/Actor>;
Process<Relational/Material>]
Eventually I couldn't get a high grade in school.
[Participants<*abstraction?
So my mother teached nominalization?>]
the studying, piano

and drawing.

Where to go next

Questions or suggestions?

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