Analysing learner spoken language.

In this paper I will evaluate learners spoken language by analysing lexical

chunks produced by the students during their lesson. The group observed
was formed by 5 students (2 males, 3 females) ranging early 20s to early
30s. The group has a B2 level according to the CEFR (Common European
Framework). The lessons take place in a language school at 2:00 pm; lessons
are one hour and a half sessions from Monday to Thursday.
I observed the group during a reading skill based session in the context of
Life stages; speaking and vocabulary were also practiced during the class. I
will present lexical items in chart 1.1 (see below) and the comments of such
will be presented below following the same sequence.
1. Comments: At that point of the lesson, the student tried to say as
age increases, people are less active. This is an interlanguage
mistake where the student transfers the L1 phrase directly into L2
and uses the word advance as a false cognate in context. Despite
the fact that the lexical item is incorrect, the student shows
development in using more complex pieces of language to express
himself by making use of his available linguistic resources.
2. Comments: In Spanish, there is no need of an auxiliary in negative
sentences. The negation is included in the verb pattern conjugation:
Spanish: No tiene un trabajo bien pagado
English: He doesnt have a well-paid job
As we can see, in Spanish, the subject pronoun is not necessary and
the subject does not interfere with the verb form. Whereas in
English the subject pronoun is always needed and the third person
auxiliary doesnt is used for third person negative sentences. The
inexistence of auxiliaries in Spanish, plus the use of a subject in
English sentences interfered with the students attempt to use the
present simple correctly. However, considering the level of the class,
we can deduce that this was a slip as the student has had previous
work with present simple rule.
3. Comments: This mistake can be an interlanguage mistake as the
verb remember is often confused with the verb remind as the direct
translation for both verbs in Spanish is the same. The student
assumes the verb is used in the same way. This could be a fossilised
error as the student did not self-correct, showing the inability to
identify his errors.

4. Comments: student showed understanding of the use of the

prepositional phrase due to the fact that by correctly using it to
express reason. Nevertheless, the context in which it was used was
not appropriate as the students were having a casual chat rather
than a formal conversation. In addition, he failed to use the
components of the phrase correctly as he repeatedly omitted the
preposition to, which we can interpret as a fossilised error. Although
the student attempted to use more complex linking expressions, he
was not able to produce a grammatically correct sentence.
5. Comments: by omitting the suffix /ed/ sound in this past verb, but
not in other verbs or ed ending words such as: played and bored
we can agree that this was a pronunciation slip. Such pronunciation
slip can be due to the fact that in spoken forms the pronunciation of
/ed/ is not easily identifiable when the utterance is produced at a
fast pace. Therefore, it is difficult for L2 learners to remember to
produce such sound when attempting native like fluency.
6. Comments: The student demonstrated ability to transform a
sentence into the third person singular without any hesitation or
problem. This can be considered as a successful attempt according
to Ellis stages of acquisition where he states that acquisition follows
a U-shaped development. Considering the fluency, accuracy, and
confidence of the learner it can be understood that he has reached
the last stage of acquisition.
7. Comments: By using the demonstrative pronoun that correctly,
student demonstrated ability to avoid repeating the verb and
complement pattern from the question. Moreover, student was able
to use the subject-verb agreement correctly showing understanding
of grammar rules when using the present perfect. We can agree
that this chunk of language was grammatically correct.
8. Comments: The teacher had explained other forms of showing we
share the same circumstances as the other person. The teacher
presented many examples containing: neither, I do too, so do I.
Although the language sample was produced under a controlled
practice stage, understanding of the function along with the
grammar rule mentioned by the teacher, where he stated that the
auxiliary used in the statement is the one that must be used in the
reply, was evident when the student replied with the modal auxiliary
can.

9. Comments: Due to the similarity in written form with the noun

plane, it can be deduced that the student mispronounced the word
by producing the /e/ sound first. However, by almost immediately
rephrasing the word using correct pronunciation, the student
showed ability to self-correct mistakes. Therefore, we can consider
such mistake as a slip proving students development in identifying
and analysing own learning.
10. Comments: By adding the correct particle of to the verb think to
express opinion, student 1 showed ability to use vocabulary in a
more familiar and informal context. Additionally, she was able to
invert the subject-verb agreement in the second question.
Considering that this was at the end of the lesson when students
were more relaxed, we can agree that the student is competent
enough to express her ideas fluently in a non-studying environment.
Through this observation I was able to identify and analyse different forms of
errors and stages of acquisition. I was also able to identify issues that
advanced level learners might have, concluding that pronunciation and basic
grammar mistakes are the most common in such levels. I can state that
these learners need to focus on developing accuracy in grammar when
speaking rather than fluency in order to restructure their previous learning.
Most learners made mistakes, slips, and/or errors while trying to produce
quite basic samples mostly with the present simple. The group and its
teachers should eventually have a remedial work session on this structure,
and students should dedicate their own time reviewing and practicing not
only new structures to be learned but also previous ones so as to not forget
them easily.