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1、A Case Study of an ELLLinweiXiang【Abstract】Thethesisisacasestudybasedonanobservationofathird-gradeELLsperformance.Themethodologyincludingrecording，quantifying，andanalyzingherlanguageuseinthesettingsinsideandoutsideclassroom.【Keywords】ELL;Observation;Linguistics;L1;L2;EnglishAcquisition【作者简介】向琳炜1993，
2、12-，女，汉族，合肥人，灵客贯穿国际教育咨询北京有限责任公司，英语老师，硕士研究生，研究方向：语言教育。.IntroductionThecasestudyisbasedonanobservationinapublicschoolinNewYorkCity，whichisabilingualelementaryschoolwithdual-languageclassMandarin/SpanishandEnglish.ThemajorityofstudentspreferredEnglishinsideandoutsidetheclassroom.Myobservationtookplacei
3、nthethirdgradeMandarinandEnglishclass.IchosetofocusonstudyingthesecondlanguageacquisitionofastudentwhomIrefertoas“studentAinthisarticle.StudentAwasanemergentbilingualwhohasbeenlivingintheUnitedStatessinceshewas6yearsold.WhenIconductedthecasestudy，shewas10yearsold，enrolledinthe3rdgradeofthedual-langu
4、ageprograminthepublicschool，hadbeenimmersedintheEnglishlanguageenvironmentfor4years.UnlikeherELLpeerswhoweremostlyborninAmerica，StudentAwastheonlyonethathadnotpassedtheNYSESLATNewYorkStateEnglishasaSecondLanguageAchievementTest.StudentA，atthetime，preferredEnglishashersociallanguageintheschool.Meanwh
5、ile，herL1，Mandarin，alsoaffectedherL2acquisition.AccordingtoKrashenandTerrellsstagesofsecondlanguageacquisition，thestudentwasexperiencingtheBeginningFluencystage.documentationofdiagnosisDuringmyobservation，IusedaudiodevicestorecordtheELLsconversationswithherpeers，herteachers，andherparent，insideandout
6、sidetheclassroom.Theanalysiswasbasedonthedatagatheredfromthisobservation.WiththereviewoftheELLslanguageuseinL2，IcomparetheELLsL1MandarinandL2English，tryingtofigureoutwhatimpactL2hasonL1，makingassumptionsfromthesedata.AnalysisofDiagnosisPhonologicalaspectStressthelastsyllableEveryChinesesyllableispre
7、sentedbyaChinesecharacter.Therefore，unstressedsyllableisrareinMandarin.StudentAkeptthepronouncinghabit，tendedtostressthelastsyllable.Forexample，whenshesaid“time，shepronounced/taimu/insteadof/taim/;whenshesaid“achievement，shealsostressedthelastsyllable，pronounced/?t?ivm?nt?/.Tensenessandlengthofvowel
8、InEnglishvocabulary，variedlengthsandtensenessofvowelsrefertodifferentwords;whileinChinesevocabulary，themeaningofwordswontchangewiththelengthandtensenessofthevowel.StudentAreadthelettercluster“ooaslaxvowelineverysituation.Whenshesaid，“doyouwantacookie/k?ki/？shepronounced“cookieas/k?：ki/.Thesamethingh
9、appenedinherwriting.Forexample，whenshewasaskedtospellout“copybookinadictation，shewrote“copybok.ConsonantclustersWhenStudentAwasreading“SpringFestivalismyfavoriteholiday，Inoticedthatshesubstituted/p/of/spr?/with/b/andomitted/s/of/?f?st?v?l/.Intheobservation，IrecordedStudentArepeatedlymakingmistakeson
10、consonantclusters，especiallythecombinationlike/ks/，/st/，/sp/;butshenevermadeomissionorsubstitutiononcombinationlike/ts/，/tr/，/dr/，and/pl/.MorphologicalaspectArticleIntheEnglishlanguage，definitearticle“thereferstospecificobjects;indefinitearticles“aand“anreferstogeneralobjects.Althoughtherearesimilar
11、notionintheChineselanguage“一個similarto“a，and“这个similarto“the.Thereisnostrictgrammarforthearticlesindailyusage.StudentAfounditdifficulttousearticlesappropriatelyinspeakingandconstantlyomittedarticlesinhersentences.SemanticaspectTenseMandarinuserstendtouseadverbialoftimeinsteadoftensestodistinguishtim
12、edifferences.WhenitcametoEnglish，StudentAeasilyconfusedthetenses.OneexamplewasthatwhenIaskedher：“whatdidyoueatyesterday？shesaid，“Ieatfriedrice.StudentAalsoshownaconfusionoftensesinwriting.onceshewroteaboutherfirstdayintheschoolyear，whichshouldbestatedinthepasttense，shewrote“intheschoolIseemyfriends.
13、ConclusionimplicationThestudyidentified5linguisticfeaturesexistinginStudentAsL2acquisition.Thecasestudyandanalysisyieldedthefollowingconclusions.StudentAsL1hadpositiveandnegativeinfluencesonherL2acquisition.Thecharacteristicofherhometowndialectledtosomeofherpronunciationhabit，suchasstressingthelasts
14、yllabusandsubstitutioninconsonantclusters.StudentAsL1couldalsofacilitateherL2learning.ThewordorderandthelexicalcategoriesofMandarinandEnglisharehighlycomparable.Intheobservation，StudentAnevermademistakeaboutwordorder，andshecandistinguishthelexicalcategories.Thus，thesimilaritiesbetweenthetwolanguageshelpedStudentAsL2acquisition.References：【1】Finegan，E.Language：ItsstructureanduseJ.CengageLearning，2020.【2】Krashen，S.D.，Terrell，T.D.Thenaturalapproach：LanguageacquisitionintheclassroomJ.1983.【3】Krashen，S.D.Theinputhypothesis：IssuesandimplicationsJ.Addison-WesleyLongmanLtd，1985.
