A Successful Language Lea A Successful Language Lea rner rner --- Shu-Ping Jungle Tsai --- Shu-Ping Jungle Tsai The 5th group The 5th group Group members Group members - - 蘇蘇蘇 蘇蘇蘇 Vivien 9531313 Vivien 9531313 - - 蘇蘇蘇 蘇蘇蘇 Sarah 9531315 Sarah 9531315 - - 蘇蘇蘇 蘇蘇蘇 Gina 9531317 Gina 9531317 - - 蘇蘇蘇 蘇蘇蘇 Eunice 9531319 Eunice 9531319 - - 蘇蘇蘇 蘇蘇蘇 Tracy 9531321 Tracy 9531321 January 18, 2007
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A Successful Language Learner --- Shu-Ping Jungle Tsai The 5th group Group members - 蘇姵姍 Vivien 9531313 - 蘇姵姍 Vivien 9531313 - 陳虹汝 Sarah 9531315 -
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A Successful Language LearnerA Successful Language Learner--- Shu-Ping Jungle Tsai--- Shu-Ping Jungle Tsai
The 5th group The 5th group Group membersGroup members - - 蘇姵姍蘇姵姍 Vivien 9531313Vivien 9531313 - - 陳虹汝陳虹汝 Sarah 9531315Sarah 9531315 - - 沈家卉沈家卉 Gina 9531317Gina 9531317 - - 吳佩璇吳佩璇 Eunice 9531319Eunice 9531319 - - 黃怡綾黃怡綾 Tracy 9531321Tracy 9531321
January 18, 2007
PicturePicture
IntroductionIntroduction
Who:Who: Shu-Ping Tsai (Jungle). Our English Shu-Ping Tsai (Jungle). Our English teacher ( simultaneous interpretation & teacher ( simultaneous interpretation & grammar) in our five-year college.grammar) in our five-year college.
Why:Why: We are curious about her languages We are curious about her languages learning process, how she can learn learning process, how she can learn English well and become a successfulEnglish well and become a successful English teacher.English teacher.
Data CollectionData Collection
E-mail E-mail
Face-to-face interviewFace-to-face interview
QuestionnairesQuestionnaires
RecordingRecording
Learner’s BackgroundLearner’s Background
Wenzao Ursuline College of Languages Wenzao Ursuline College of Languages
- English major & German minor - English major & German minor
Tamkang University – English DepartmentTamkang University – English Department
University of Bath in UK – master degree of University of Bath in UK – master degree of oral interpretation & written translationoral interpretation & written translation
Cram school (small class, 1 to 7 )Cram school (small class, 1 to 7 ) - traditional instruction- traditional instruction - focused on grammar- focused on grammar - used the way of competition to play games- used the way of competition to play games - CALP- CALP
Junior high schoolJunior high school - traditional instruction- traditional instruction - focused on grammar & less listening- focused on grammar & less listening - did lots of exercises about grammar- did lots of exercises about grammar - CALP- CALP
Learning Conditions 2Learning Conditions 2 Junior collegeJunior college - well-round learning (listening, speaking, reading - well-round learning (listening, speaking, reading & writing)& writing) - used and practiced English everyday in school- used and practiced English everyday in school - CALP & BICS- CALP & BICS
UniversityUniversity - reading & writing (tended to literature & theory)- reading & writing (tended to literature & theory) - extracurricular relaxations : listen to English - extracurricular relaxations : listen to English songs & watched movies.songs & watched movies. - CALP- CALP
Learning Conditions 3Learning Conditions 3
Graduate schoolGraduate school
- - speaking & writingspeaking & writing
- communicate with - communicate with
native speakers in daily lifenative speakers in daily life
“ “NEVER CONSIDER THAT YOUR NEVER CONSIDER THAT YOUR ENGLISH IS EXCELLENT.”ENGLISH IS EXCELLENT.”
Learning Styles 1Learning Styles 1 IntelligenceIntelligence - musical / rhythmic- musical / rhythmic After hearing some melodies, she is able to After hearing some melodies, she is able to sing it back accurately.sing it back accurately.
- intra-personal- intra-personal She considers herself to be strong willed.She considers herself to be strong willed. PerceptualPerceptual - tactile / kinesthetic - tactile / kinesthetic A physical action to the learning process is aA physical action to the learning process is a need for her.need for her.
Learning Styles 2Learning Styles 2 CognitiveCognitive - field independent (the picture of “FLY”)- field independent (the picture of “FLY”)
- no particular brain dominance (right brain:35 /- no particular brain dominance (right brain:35 / left brain:30)left brain:30)
- high tolerance of ambiguity (free to accept - high tolerance of ambiguity (free to accept different pronunciation)different pronunciation)
- visual (sees clear images when closing her eyes)- visual (sees clear images when closing her eyes)
Learner’s BeliefsLearner’s Beliefs
- Willing to accept new instructions- Willing to accept new instructions
She believes that her learning methods She believes that her learning methods is effective, but the instructors’ is effective, but the instructors’ directions also provide more effective directions also provide more effective ways. ways.