TASK #1: READ THE PLAGIARISM WARNING. FAILURE TO USE QUOTATION MARKS OR GIVE CREDIT TO SOURCES WILL RESULT IN AN 'F' IN THE COURSE AND A REPORT TO STUDENT JUDICIAL AFFAIRS.

For this project, you will do a research paper or a hands-on analysis paper on a topic relevant to SLA theory, methods, or instruction.

Schedule

Mon., Oct.  5th: Inform me of your project topic by submitting a one-page, typed proposal. The proposal should include a description of your topic and how you will go about executing the project. These can be very short.
Between Oct. 5th and Oct. 19th: Visit me in office hour (or make an appointment) to talk over your project and how you are doing so far. This visit is compulsory; failure to visit will result in a loss of 5 points from the paper grade.
Thurs., Dec. 3rd (last class meeting): Paper due. No late papers will be accepted except in case of a documented emergency (e.g., illness or accident). Computer/printer problems do not count as emergencies.

Topic ideas

These are suggestions. If you have your own idea, or come up with an idea similar to one of these, talk it over with me.

• Error Analysis I: Find an English learner (adult) who is willing to work with you. This person must not be advanced in their knowledge of English; choose someone at intermediate or beginner level. First, research differences between English and the speaker's native language, and formulate predictions about errors you would expect to find based on these differences. Then, record the speaker and search for the predicted errors. I have detailed instructions for this project that I can give you.
• Error analysis II: Do the same, but instead of recording a speaker, ask a Cal Poly ESL composition instructor for copies of student compositions from a particular language background.
• Research the relative success of Prop. 227 in raising English proficiency and test scores in English Learners in public schools. You will find people arguing both sides of the issue; evaluate their arguments and see if you can come to a conclusion on whether or not Prop. 227 was a good idea.
• Research similarities and differences between first- and second-language acquisition.
• Research the current views on the usefulness of explicit grammar teaching in foreign language instruction.
• Research current knowledge on the competence of fluently bi-/multilingual people, for instance with regard to whether competence in each language is stored in separate areas of the brain.
• If you are hoping to teach English in a particular country, research the specific country. Research schools where you might potentially work; examine particular job offers for conditions and benefits; research living circumstances and cost of living; research necessary governmental requirements, such as visas, work permits, etc. In other words, do all the research you would need to do in order to decide whether teaching in this country is viable for you. The Internet is a wonderful resource for this kind of research nowadays.
• If you have already taken ENGL 497 and 498, interview 5-6 Cal Poly students who are enrolled in a foreign language class, either beginning or intermediate level. Choose students who have different teachers (and maybe are studying different languages). We can work together on a list of interview questions. Then, compare their reported experiences with the recommended teaching strategies of the communicative approach to language teaching. Is the style of instruction they are experiencing in accord with, for example, strategies to lower the affective filter? With recommended cognitive strategies for language learning? With other specific recommendations for techniques or methods?
• Study motivation in SLA, then formulate an anonymous questionnaire to administer to students in several foreign-language classes at Cal Poly. Ask them to report their grades in the language classes they have taken, and determine whether there is a correlation between level and type of motivation and grades they earn. I can help with questions for the questionnaire. You will need to ask permission of an instructor to distribute the questionnaires in a class.
• If you have access to a child that is being raised bilingually, study the home situation: interview the parents on their motivations for and techniques of inculcating the two languages; if possible, record the child on video in settings in which each language is used; then discuss that home situation and the child's language behavior in terms of research on raising children to be bilingual. If you do this project, you must keep your family's identity anonymous.
• YOUR IDEA HERE! Come discuss with me.

Formatting instructions are on this page. READ IT and follow the instructions! Not doing so will cost significant points.