Abraham, Andrea

Moreno, Gilda
SECOND LANGUAGE ACQUISITION

Activity 1

a -True. Because we have analysed the IL of the learner in order to better understand the
process of aCquisition of a second language

b - True. Because we analysed the learner’s linguistic choices in order to understand the
nature of his errors and mistakes

c -False. The aim of the case study was to analyse the learner’s narrative ability in the
L1 and L2, not his L2 input received at school.

d - True. Through the clear instructions and feedback from the teacher.

e - True. Through practice and the feedback provided by the teacher.

f - True. The project paper was an opportunity

g - False. The aim of the study was to analyse the EFL learner narrative ability
disregarding his level of proficiency.

h - True. Because when we analysed learned that the IL is a system of its own and the
learner mistakes are not actually mistakes but non-target like forms.

i - False. Our aim was to analyse the data collected, not to assign it a grade.

j - True. Because analyzing the learner’s IL helped us to become aware of the stages of
the SLA process.

k - True. In principle this is not the aim of the cross-sectional case study, but it was a
consequence of it since when we learned that IL is a system of its own and that mistakes
are just non-target like forms that are normal in the acquisition process, we learned that
our own mistakes are just non-target like forms and that there are stages in the learning
 Abraham, Andrea
Moreno, Gilda
process that we can overcome.

l - False. The aim is not to overlook mistakes but to treat them as stages in the
development of the learner’s IL.

m- False. The aim is to compare narrative skills in the L1 and L2 of the learner and to
analyse the learner’s development in the acquisition of the TL

n- True. We realised this while we were observing the learner’s reactions to the task of
narrating a picture story in his L2.

o- False. There is no such purpose in the research project. The aim is to assess the
learner’s narrative ability and also to learn about the SLA process.

p- True. Because the research project had detailed instructions we had to follow, and
these were useful for us to learn how to collect data and analise it.

q- False. This research project is based on data collected from one learner only and in
occasion. This is not sufficient information to better- understand the nature of the human
mind.

r- True. Because the project was an opportunity to have some experience of collecting
data and analyzing it.

s- True. The project was intended to show us how the principles underlying IL seen in
class work in the Interlanguage of the EFL learner in a clearer way.

t- False. We should look at the data from the most objective viewpoint as possible
taking into account that the learner is at a particular plateau in his IL and that it is
normal for him to have non-target like forms in his IL.

u-True. The project was based on the interpretation of the empirical data gathered for
the project from which we began to draw conclusions.
 Abraham, Andrea
Moreno, Gilda
v- False. The research project did not include the theoretical framework.

w- False. The knowledge that we have acquired in the classes and the theory we have
learned is not enough to make impressive findings. Thus, this is not the purpose of this
research project.

x - False. The purpose of the project was not to learn how to document authors, even
though the teacher provided us with information about how to cite an author in the form
of a footnote.

y- True. This was one of the aims of the project since it had specific indications about
how to transcribe L2 data for a case study in an efficient and effective way.

z- True. It was a very enriching project.

Activity 2

1) Already attained.

a - To better understand the nature of the SLA process.

b - To better-understand the nature and characteristics of the mistakes and errors that
young EFL learners tend to make.
d - To learn how to write a SLA research report.
h - To develop a new and more scientific view on IL mistakes and errors.
n - To become aware of the fact that even an apparently simple communicative task in
the TL may be a heavy cognitive load for the acquirer, regardless of his/her level of
intellectual capacity.
p - To learn how to collect and analyze L2 data for research purposes.
r - To get some hands-on experience of collecting and analysing empirical L2 data and
to understand the processes involved in learning and using an L2.
s - To have a clearer picture and a clearer understanding of the principles underlying an
IL.
 Abraham, Andrea
Moreno, Gilda
z - To carry out an enjoyable and intellectually rewarding research project.

2) In the process of being attained.

e- To improve your writing skills.

f- To become familiar with the demands and academic conventions of scientific written
discourse.
u: To learn how to interpret L2 empirical data and begin to draw conclusions from them.
y - To learn how to transcribe L2 data for a case study.