This project is designed to help you understand a language learner’s interlanguage (IL). For this project, you need to interview (15-20 minutes) an ESL student and audiotape his/her speech. Please contact your potential interviewee in advance to arrange an interview. Do not wait until the last minute.
You are strongly recommended to choose a low-intermediate (or intermediate) level learner to have enough data.The interview should be well designed to have proper data. To understand and analyze errors and interlanguage features in the data, you will need to investigate your interviewee’s biographic information, language learning experience, and learning strategies. I recommend transcribing the ENTIRE interview verbatim. After transcribing the interview, you need to read the transcript several times to find linguistic errors (interlanguage features) in the data.
The project will be graded on the description of collected data and the quality of your analysis. Your paper should include a description of your interviewee, a brief summary of interlanguage features, example quotes from the data, and your analysis. The paper should beTEN (10) to TWELVE (12) pages long (excluding interview transcripts).The APA format (6th edition) is required for this paper.For the APA format, see the BU library website (http://libraryguides.binghamton.edu/content.php?pid=425921&sid=3482933).
Also, you have to submit the written transcript of your interview, not an interview tape.
Grading criteria
- Clearly stated purpose and focus of the interview (5 points)
- In-depth description of the interviewee’s language background (10points)
- Detailed analysis of interview data (10points)
- Understanding of the features of interlanguage (5points)
- Presentation (5 points)
Rubric
| Not acceptable | Acceptable | Exemplary | |
| Purpose and focus of the interview | The purpose of the interview is not stated or poorly stated. | The purpose of the interview is stated but not connected to the interview procedure. | The purpose of the interview is clearly stated and well connected to the interview procedure. |
| Description of the interviewee’s language background | No or poor description of the interviewee’s language background is provided. | Partial description of the interviewee’s language background is provided. | Detailed description of the interviewee’s language background is provided. |
| Data analysis | The analysis of the interview data is not or poorly stated. Students are not aware of theories and research that explain how L1 influences on L2 learning | The analysis of the interview data is stated with no examples. Students can explain theories and research that explain how L1 influences L2 learning. | The analysis of the interview data is clearly stated with examples. Students use and apply theories and research that explain how L1 influences L2 learning. |
| Understanding of Inter-language features | The features of interlangauge are not or poorly stated. Students are not aware of the role of individual learner variables in the process of learning English. | The features of interlangauges are stated with no examples. Students understand that individual variables can have important effects on the process and level of L2 learner. | The features of interlanguage are clearly stated with examples. Students use their understanding of learner variables to consistently provide individualized language-and content- learning goals and appropriate instructional environments for L2 learners. |
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