Celta – Focus on the Learner

This case study is based on Patricia, a Spanish national in her twenties who is in her last socio-economic class studying an Economics degree course. She is in like manner a educatee on the Elementary course at the British Language Centre. Patricias started acquisition side of meat at the bi-lingual school she attended. She learnt side for 3 years scarcely did non take any official examinations, besides sees this as a possibility for the future. At school she learnt slope beca habit it was obligatory.The exclusively other linguistic process she speaks is Spanish. She started attending the British Language Centre (which she still attends) to succor her bechance a job in an international company and to prepargon her for her haggle to Eastbourne, East Sussex (UK) in July. She will be staying with a house family for cardinal month and hopes to improve her English and use all of the speech she has been discipline to date. Her reasons for information English are a combin ation of extrinsic and internal ones.The main reason she is motivated to learn English is because she believes it will help her find a unsloped job and earn loads of money, she also reads a lot about English culture and customs and watches films in English with subtitles for her own enjoyment. This can also be related to her learning styles. The results of her multiple intelligences questionnaire indicates that her learning style preferences are linguistic, spatial and inter personal. Her conversations in English refer to things that she has read or heard, she enjoys solving mazes and other visual puzzles and considers herself to be a leader. Problems and assertable solutions with Grammar The learner enjoys English grammar, and generally finds it much easier than Spanish grammar. An compositors case of this is the verb formations. She normally uses the chastise tense when speech in English but sometimes uses the infinitive form kind of of the progressive.I read instead of Im rendering. Spanish often use an infinitive where English would use a progressive this can be attributed to row interference. To respond this fuss more tasks relating to corporeal situations could be set along with construe and itemizationening exercises that incorporate and contrast the infinitive nd progressive forms. When asked about the aspect of English she finds most difficult, she said phrasal verbs. Her conundrums allow in understanding the importee of phrasal verbs, especially when the meaning can vary according to context, and choosing the correct particle to accompany the verb. For example to break up I skint up with my girlfriend last night, the main cause is likely to be comprehension issues as a result of conflict with meanings she already knows. Solutions to such puzzles would be dictionary analysis and sentencing restructuring exercises.A nonher worry she has is with the structuring of sentences. A genuine example of this would be using the adjective af ter the noun shoes monolithic instead of big shoes. This can also be attributed to verbiage interference. Solutions to this problem would include drills (oral and written) practice would include guided dialogues, language games, mate writing, dictations etc. 3 Problems and Possible Solutions with Vocabulary A common problem can be irregular plurals. (Refer to Appendix example 1). In Spanish irregular plurals are not formed the same as in English.The common rule is that a s is added to the singular i. e. hombre = hombres. A solution to this problem is getting the student to record a list of all irregular verbs as they come up (recycling the style in future classes) and correct their mistakes in reading and writing exercises. Another problem is that many words are used in different contexts but with a connection to their original meaning. (Refer to Appendix example 2). This forms a problem for Spanish speakers as the word flood inundar is only used in 1 context.Solutions and pra ctice can be supportn through activities where the student has to use the word in different contexts and apply the alter native Australians. There are several different expressions where bother can be used. (Refer to Appendix example 3). The meaning changes slightly from expression to expression. In Spanish this word is not used in the same way. A solution and practice to this would be to present all of the words to the student within a real context, through a reading or writing exercise.2 Problems and Possible Solutions with Pronunciation. Morphemes that have more than one pronunciation present a problem relating to the sound of words. (Refer to Appendix example 4). Both problems relate to rhythm when speaking, Spanish rhythm is syllable timed, whereas, English rhythm is stressed timed. (Spanish also has a narrower wobble range than English). Both problems can be directly related to language interference. Solutions include instant and planned remedial. The best procedure in add ressing these problems is to retch attention to the problematic sound or pattern.Get them to pronounce it in isolation and explain how the pattern or sound is formed, and drill the student ensuring they have a record. The learner skills strengths and weaknesses Speaking The student is truly snug speaking on a one to one basis and has no qualms about making mistakes. She articulates and forms her sentences well. Her main problem in fluency speaking is hesitation, something that she is fully aware of. She takes time to work things out in her melodic theme before speaking, and this pause is evident in class, for example, when a teacher asks her a question.The more complicated the question or response, the longer the pause. She has very barely a(prenominal) opportunities to speak English foreign the schoolroom, and this lack of practice contributes to her hesitation. Reading The student seems to get the general gist of reading as long as she has some guidance and visuals. She is not afraid to ask questions if necessary and hardly ever uses her dictionary in class. Areas she could improve on are her vocabulary range to help her understand texts better and additional reading outside of the class. Listening The student understands most of the instructions given out in lass and regularly helps her peers when they do not understand something. Her main weaknesses include not being able to follow a native persons conversation she has already established learning habits in the classroom that will not be good when speaking to a native person. She also has poor vocabulary, which will limit her understanding relating to words she does not know. Writing Reader When I left university I wanted to do exactly the same things as you find a job working for an international company which would allow me to travel around the world and defile a house.Writing teacher Overall you did a very good job, things you need to consider next time are using shorter sentences to give m ore impact and tenses. Language expert A good get at the set task, you need to think more about the expression of sentences and using the right vocabulary. Also review definite/indefinite articles and propositions. In order to improve your language skills and learn a new language many different sub skills are required.It is a good musical theme to learn techniques such as skimming and scanning to abstract applicable information more quickly. Distinguishing sounds of the different vowels in English is also very important along with determining the stress and intonations in sentences. Listening and reading stimuli or input is very important in producing more effective language, and it is a good idea to put yourself in situations where you are only able to converse in English, as this will force you to use the language more and help increase your confidence levels.