Documente Academic
Documente Profesional
Documente Cultură
I was born in Canton, China and I moved to New York in the summer of 1999. I
English to Speakers of Other Languages (TESOL). I intend to apply for the Ph.D.
an ESL teacher, I hope to provide my students with more authentic pronunciation and
develop these qualities in them. One of the courses that I took for my master’s degree in
TESOL was Teaching English Sound Structure. After learning the phonetic alphabet with
diagrams, where I could see the places of articulation, I had an impulse to conduct an
experiment. My hypothesis is that adult English language learners will develop more
native-like pronunciation if they could see diagrams of the articulatory movements (place
and manner of articulation) and be injected with conscious modifications of their output.
Two of the classes that I taught at Glenish English Center in Brooklyn consisted of
I used one class as the experimental group and showed the subjects diagrams of
the articulatory movements of each phonetic symbol in addition to video lessons. I used
my other class as the control group and only had the subjects repeat the individual sounds
and sentences that I produced. Instead of showing the subjects my video lessons, I only
had them listen to the audio lessons and practice producing these sounds with
modification of their output. After two months of practice, I recorded the same passage
read by my subjects and transcribed their speech. I analyzed the areas that they had done
well and the areas that they still needed to work on. (A sample copy of the audio, the
passage, the transcription of the non-native-speaker speech, and my written analysis will
be sent to Columbia Univeristy by mail.) I found that the subjects in the experimental
group, as compared to the subjects in the control group, achieved more native-like speech
with the chances to see diagrams of the articulatory movements and video lesions. After
this experiment, a number of questions occurred to me. Why do diagrams and video
lessons have a positive impact on my productive phonology? Do other adult learners need
that special training in order to improve their productive phonology? Do the effects of the
training last?
graduate study in linguistics, so that I can continue with this work. My motivation to
I started high school in 2001 and was placed in level 1 of ESL because of my
lack of knowledge in the English language. Even though English was not my native
language, I was outstanding at academic courses. In 2005, the year I graduated from high
school, I was awarded the Bloomberg scholarship by the US Pan Asian American
on stage, I mentioned that I would become an ESL teacher and help other English
language learners overcome their English barrier because I was once in their shoes.
I received my B.A. in the spring of 2009 from XXXX College, and my majors
were English Language Arts and Childhood Education (grades 1- 6). I had a basic
understanding about linguistics after taking The Structure of Modern English and The
English Sound Structure, Bilingualism, and TESOL through Content) that I took as a
of knowing the structure and phonology of the English language itself and the importance
of teaching the language through the content areas. As a researcher, I was exposed to
theoretical issues related to second language acquisition. I wrote term papers on how my
ESL tutoring experience reflects on the concepts I have learned in my Second Language
their first language. (These papers and the project will be sent to Columbia University by
mail.) I benefited a great deal from tutoring at the English Language Institute (an
academic program for learning English as a second language at Queens College), from
teaching ESL at Lower East Side Preparatory High School in lower Manhattan, and also
from teaching at Glenish English Center (An institute that helps ESL students learn
English) in Brooklyn.
English since I actually went through the process of learning it myself. I can also predict
the potential linguistic problems my students may encounter and give them productive
pronunciation and richer expressions to students than native ESL teachers do. Therefore,
my main research for my Ph.D. will be native-like fluency among non-native speakers. In
addition, with the knowledge I have in Chinese (both Cantonese and Mandarin), I can use
this as a resource to conduct more extensive research, teaching, and other professional
activities. I can also carry out linguistic analysis using data from the Chinese language.
After finishing my Ph.D., I plan to teach college level E.S.L. and to teach TESOL
training programs in New York. With the knowledge I will gain from further graduate
study and research, I hope to have a positive impact on TESOL and create more effective
and efficient ways for language learning and teaching. As a linguist, I know I can be a
good model to my students and let them know that it is not impossible to acquire a new