A successful Mandarin Learner: Anna 江江江 Stacy 9631309 江江江 Arial 9631303 江江江 Victor 9631307 江江江 Wicia 9631333 江江江 Whitney 9631335 江江江 Yuko 9631381
Jan 06, 2016
A successful Mandarin Learner: Anna
江芷羚 Stacy 9631309
趙珈妤 Arial 9631303
林尚宬 Victor 9631307
蔡宜芳 Wicia 9631333
鄒蕙筠 Whitney 9631335
謝毓涵 Yuko 9631381
Stacy: Who & Why Data Collection Learning Conditions Characteristics Learning ProcedureArial: Motivation Attitudes Personalities Learner Beliefs
Outline
Outline
Victor: Strategies Connectionism Krashen’s Affective Filter (Anna’s classmates)Wicia: Difficulties Interactionism Interaction hypothesis
Whitney: The Positive& Negative Effects of Using L1 to L2 Behaviorism
Yuko: Environment Krashen’s Affective Filter (Anna herself) Tolerance of Ambiguity
Outline
Who & Why
Stacy 9631309
Name: Anna
Education Background:
• University of Canberra, Australia
• Monash University, Australia
Major: Psychology
Stayed in Taiwan for 1 year
Who
Why we choose her?
• Arial’s friend
• The efficient ways of learning
Mandarin
• Interested in languages
• Heritage
Data Collection Methods
• Face to face interview
• E-mail interview
• Picture-taking
• Recording
Learning Conditions
• University of Canberra, Australia
(six months)
• National Cheng Kung University, Taiwan
(one year)
Characteristics
Open-minded
Extroverted
Easygoing
Optimistic
Learning Procedure
At the beginning
After six moths to one year
Now
At the beginning- The instruction she received
(visualized instruction)
- Emphasis
(more on speaking and listening)
- Never give up
(personalities and motivation)
After six months to one year
- The pace of progressing
- Changes of learning styles or
attitude
Now
- The part she needs to improve
more (speaking and conversation)
- use native-like words deeper
phrases
Why does Anna want to learn Mandarin?
Arial 9631303
Interested in languages
Studied Japanese before
Heritage (Mother is Chinese)
Motivation
Anna’s attitude towards language learning is…
Positive
Not afraid to make mistakes
Willing to communicate with others
Attitude
Extroverted
Risk-taking
Personality
Meet a group of friends
Reading
Learner Beliefs
Strategy
Victor 9631307
Learning Strategy Read articles (i+1) Go to class (activity) Conversation (practice in a mock
situation) Be in that environment
Memorizing strategy Making a little story to memorize
characters
Using contexts to remember the meanings
Repetition (pronunciation)
How to keep motivated
Remember why you learn the language
Imagine you can speak the language fluently
Connectionism frequency with which learners
encounter specific linguistic features in the input and the frequency with which features occur together
She prefers to associate words with contexts (remember efficiently)
Interaction hypothesis Modification is needed.
Conversational adjustments can aid comprehension in the L2.
The affective filter hypothesis
“Affect” refers to such things as motives, needs, attitudes, etc.
Most of her classmates dropped the class because the tones are difficult.
Difficulties
Wicia 9631333
Difficulties
Q: What sounds in Mandarin do you have difficulties with? A: Sound: phonetic alphabetEx: 吃魚→ She can’t speak correctly.
(CPH)Her own tip: speak quickly and sound can be better four tones → 水餃 睡覺
ㄔ ㄘ ㄖ…
Questions
Q: In English sentences, people put a / an /
the in front of one subject. Do you find it
difficult to use the proper one in Mandarin?
A: 一根木頭 一條手帕… “ 個” is easier to be used
Questions
Q: What is the most difficult thing for you
when you’re having a Mandarin conversation? A: She can’t understand quickly what
the native speakers said.
Interaction
In Australia: The opportunity of speaking in Mandarin
is less. (only in Chinese class) In Taiwan: She exposed herself to native
environment. Ex: Hanging out to the Taiwanese friends
Going to the traditional market
Interactionism hypothesis
1. SLA takes place through conversational interaction.
2. Modified interaction is a necessary mechanism.
3. Having an opportunity to interact with other speakers.
Anna’s examples Communicate with Taiwanese
friends Simplify the linguistic forms,
elaborate what they want to express, slow speech rate, use gesture
Has the opportunities which speed up the language development
The similarities and differences between the L1
and the L2
Whitney 9631335
L1(English) VS. L2 (Chinese)
Positive effect: Word order go see a movie ( 去看電影 )
Negative effect: Word order I went to see a movie
with my boyfriend last Saturday. ( 我去看電影和我的男生朋友晚 的星期六 )
Behaviorism
Whitney 9631335
Behaviorism
Imitation Practice Reinforcement Habit Formation
Behaviorism Imitation 1. Listening
2. Reading
3. Speaking
4. Writing
Listening
Contexts in the textbook Classroom Chinese
Listening
Classroom Chinese - 打開 + N. ( 打開書本 ) - 這是什麼 ?
Listening
Contexts in the textbook Classroom Chinese Clapping hands, walking around the classroom and speaking Chinese out loud to learn the tones and
rhythm. Changing the third tone
Listening
Change the third tone - If 2 syllables in succession use the third tone, the first syllable changes to the second tone and the second syllable keeps the third tone. 你好 ㄋㄧˊ ㄏㄠˇ
- If more than 2 syllables of third tone are in succession, the tone changes according to the context. 我很好 ㄨㄛˇ ㄏㄣˊ ㄏㄠˇ
Reading
The articles in the textbook The book of her kindergarten
student The QA lists and possible answers
Writing
Write each Chinese character at least 30 times per day.
The strokes of each character
Speaking
Practice the frequently asking questions.
Speaking
Practice the frequently asking questions.
Q: What do you like to eat? ( 你喜歡吃什麼 ?)
A: I like to eat _________. ( 我喜歡吃 __ 。 )
apples 蘋果 cakes 蛋糕 ham 火腿 tofu 豆腐 rice 飯 noodles 麵
Speaking
Practice the frequently asking questions.
KTV
Practice
School (NCKU) Cram school (the place where she
works at) Traditional Market Anywhere when she gets a chance Chinese Proficiency Tests
ReinforcementPositive & Negative feedback
Positive feedback Her friends and co-workers give her
compliments
Negative feedback Clerks at MacDonald’s run away and
think she is speaking English to them.
Habit Formation
Chat about different topics (school life, politics, etc.) with Taiwanese people.
Be a bilingual teacher in the classroom without the native Chinese teacher’s help.
Environment
Yuko 9631381
Mandarin Class
Differences In Australia In Taiwan
Mandarin Ability
Improvement Listening Speaking Reading Writing
Difficulties (In Taiwan)
粗 飯!
Analysis
Krashen’s affective filter hypothesis Tolerance of ambiguity
Suggestion Aggressive motivation Don’t be afraid of communicating
with the local people Practice makes perfect Learning languages in different ways Create a language learning
environment as possible as you can