Rebecca,
The examples are written. That's the only kind of data I'm 
interested in.  The examples are responses to exam questions 
from my online intro linguistics course.  I should point out 
that the exams are "open book" -students can refer to the 
text and articles and also to the video lectures; they have 
24 hours to complete the exam and are instructed to 
proofread their exams before submitting them. The use of 
these responses made it possible to see where the areas of 
language vulnerability are.

 Most people taking the linguistics intro course are 
teaching or planning to teach ESL, but speech-hearing majors 
often make up as much as a third of the class.  The examples 
I posted were only from ESL people because I've been 
particularly concerned about the relationship between the 
relationship between the language skills/knowledge of ESL 
teachers and the very poor progress of ESL students in the K-
12 system.

In a paper I just submitted I distinguished the kinds of 
errors in these and other samples from the kinds of errors 
that represent distortions of information.  I categorized 
the error data (lexical, grammatical/morphological and 
coherence)and provided comparisons between data samples and 
samples of impairment in each case.  

yvonne








---- Original message ----
>Date: Mon, 7 Aug 2006 07:19:49 -0400
>From: Rebecca Wheeler <[log in to unmask]>  
>Subject: Re: native-speaker (ESL teacher) problems with the 
language  
>To: [log in to unmask]
>
>Yvonne,
>Regarding the "language problems" you cite from native 
English speakers,
>were these examples spoken or written?
>
>thx,
>
>Rebecca
>
>
>Rebecca Wheeler
>Associate Professor
>Language and Literacy
>Christopher Newport University
>Newport News, VA 23606
>
>[log in to unmask]
>
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Yvonne Stapp PhD
Assistant Professor of ESL
James Madison University
Dept of Exceptional Education MSC 6908
Memorial Hall 3130B
Harrisonburg, VA 22807
phone 540-568-4525

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