Developing a Diagnostic
Grammar Error Analysis
Framework using SFL
Why Am I Doing This?
Roz Hirch
ENGL 630
Introduction
Why I am doing this
How I am using SFL
Ideational metafunction
What the output is
Diagnostics, PT, and SFL
Example
Where to go next
Why I am doing this
Diagnostic test of grammar
Construct definition: SFL
Building on:
Chapelle, C., Chung, Y, Hegelheimer, V., Pendar, N., and Xu, J.
(2010).
Towards a computer-delivered test of productive grammatical ability.
Norris, J. (2005).
Using developmental sequences to estimate ability with English
grammar: Preliminary design and investigation of a web-based test.
Why I am doing this
1.
An educational diagnostic test should do 2 things:
Identify what students do well, and (more informationally) what
they do not do well
2.
Errors vs mistakes
Identify the underlying reasons for students errors
Thought processes
Why I am doing this
Processability Theory
Implicational hierarchy
Advantages:
Implicit grammar
Developmental sequence for
classifying errors
Method for identifying errors
vs mistakes
Differentiates types of errors
Explains some thought
processes
Disadvantages
Extremely limited in
grammar that can be
tested
Annoyingly complicated
for small returns
Thought processes are
superficial
Why I am doing this
Question:
Where can I get a framework (like PT) for SFL?
Answer:
Youll have to make it, based on other SFL research.
BUT:
Is that appropriate? Or even possible?
Why I am doing this
Systemic Functional
Linguistics
Grammar Diagnostic Tests
Specific to a course of
study
Specific to situational
context
Identify learners
strengths & weaknesses
Identifies learners
strengths & weaknesses
(rubrics)
Provide feedback
Lots of examples of
feedback in SFL
Why I am doing this
Systemic Functional
Linguistics
Grammar Diagnostic Test
Identifying patterns of
errors
Classify types of errors
Requires fine-grained
analysis
Possible, by context
Possible, by category
This is possible in SFL
(Derewianka, Martin,
etc)
Why I am doing this
Martin
(1998)
Why I am doing this
Systemic Functional
Linguistics
Grammar Diagnostic Tests
Target implicit learning
Identify thought
processes
Focuses on implicit
learning
Facilitates discussion of
thought processes
How I am using SFL
How I am using SFL
Considerations:
Processes
Are
they appropriate for the genre?
Content,
tense
How I am using SFL
Participants
What
Are
Is
is the nature of the participants?
participants appropriate for the process?
there a move to abstraction?
What
Are
types of modifiers are being used?
modifiers appropriate for the head?
How I am using SFL
Circumstances
What
is being indicated by the circumstance?
Where
is the circumstance in relation to other
elements?
What the output is
When I was a 7 year old, I was very weak.
Text
ua
So my father teached many kinds of sports.l?
[Process<Material>]Spelling
[Participants<Goal <numerative, classifier, head>>,
As a result, to play the sports are better than to study
<*Beneficiary/Circumstance<Role>>]
school.
[*Participant<Carrier/Actor>;
Process<Relational/Material>]
in
Eventually I couldn't get a high grade in school.
[Participants<*pointer?
abstraction?
nominalization?>]
So my mother teached
the studying,
piano and
drawing.
What the output is
I didn't also like studying during highschool.
Textual
I had a more time to play with my friend than to study.
[Participant<Value <*pointer? numerative, head>>]
I had to buy the clothes in order to play.
[*Participant<Beneficiary<*pointer? abstraction?, head]
It was very important to decorate by myself.
[Circumstance(Clause)<Material; Participant<*beneficiary>>]
So I worked the many kinds of part.
[Participant<Goal<*pointer?, numerative, classifier, head>>]
Where to go next
Domain Definition
Error analysis of learners output
Improve identification of ideational
Refine notation process
Include textual & interpersonal (dtr)
Interviews with learners
Asking what they did well & poorly
Try to understand thought processes
Where to go next
How
thes would y
e er
o
rors u discu
stud
ents
with
ss
When I was a 7 year old, I was very weak. ?
So my father teached many kinds of sports.
[Participants<Goal <numerative, classifier, head>>,
<*Beneficiary/Circumstance<Role>>]
As a result, to play the sports are better than to study in
school.
[*Participant<Carrier/Actor>;
Process<Relational/Material>]
Eventually I couldn't get a high grade in school.
[Participants<*abstraction?
So my mother teached nominalization?>]
the studying, piano
and drawing.
Where to go next
Questions or suggestions?
