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A Successful Chinese Learner

A Successful Chinese Learner. Robert L. Good. Group Members. 9631317 毛薇雅 Chloe Mao 9631319 張怡嘉 Elisa Chang 9631323 陳韋伶 Filicia Chen 9631325 李姵瑩 Penny Lee 9631329 林韋妏 Nicole Lin 9631373 陳冠伃 Hedy Chen 9631383 曾郁婷 Eva Tseng. Picture. Introduction. Who

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A Successful Chinese Learner

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  1. A Successful Chinese Learner Robert L. Good

  2. Group Members 9631317 毛薇雅Chloe Mao 9631319 張怡嘉Elisa Chang 9631323 陳韋伶Filicia Chen 9631325 李姵瑩Penny Lee 9631329 林韋妏Nicole Lin 9631373 陳冠伃Hedy Chen 9631383 曾郁婷Eva Tseng

  3. Picture

  4. Introduction Who Robert L. Good ＊Title: Assistant professor of Department of English of National Kaohsiung First University of Science and Technology ＊Education Background: Ph.D. in Applied Linguistics and Second Language Acquisition, University of Illinois at Urbana-Champaign

  5. Introduction Why - He is an expert in linguistic. - He speaks Chinese very fluently. - We want to make sure if staying in Taiwan can learn better Chinese.

  6. Data Collection Methods Questionnaires Face-to-face interview Recording E-mail

  7. Learner’s learning conditions Time ＊ Long time Places ＊Hong Kong--Cantonese ＊University in US—Take Chinese courses Reasons ＊Missionary in Hong Kong ＊Find interesting in Chinese

  8. Analysis of learner characteristics age of acquisition attitude motivation pronunciation personality tolerance of ambiguity learner preference learner beliefs

  9. Age of acquisition started to learn Chinese at 19

  10. Attitude Positive Voluntarily spent more efforts

  11. Motivation initially integrative motivation

  12. Pronunciation He didn’t pronounce everything the way here people pronounced “標準國語” pronunciation

  13. Personality His learning personality tend to be extroversion - He likes group and pair interaction. - He likes to talk with his friends who speak Chinese. But sometimes he is inhibition - He also can feel nervous when communicating with Chinese friends.

  14. Tolerance of Ambiguity High tolerance of ambiguity - It is sometimes impossible to avoid. - Try to use context or other kinds of clues to find out what’s going on.

  15. Learner Preference Perceptive Learning Styles - Visual Cognitive Learning Styles - Field Independent (analytical thinking; like math; like to analyze chart) - Field Dependent (like to work with others; get closer to the person who they are interacting with) No particular brain dominance

  16. Learner Belief You must spend time and effort.

  17. Behaviorism Beginning -in class -textbook practice (reading, dialogue, vocabulary)

  18. Behaviorism After - don’t like practice - lack of practice read little - don’t understand listen little- don’t understand lyrics watch little- too fast - just talk

  19. Innatism What is innatist hypothesis The effect of innatist in Dr. Good’s Chinese learning

  20. Innatism What is the critical period (CPH) The effect of CPH in Dr. Good’s Chinese learning

  21. Innatism What is Universal Grammar The effect of the Universal Grammar in Dr. Good’s Chinese learning

  22. The Monitor Hypothesis Input • Three Conditions: • Time • Focus on form • Know the rule • (Monitor in your brain) Krashen’s ‘monitor model’ Output Time • Communication: • -Focus on the talk • -Seldom stop to ask for the correct • meaning of the words • -Only discuss the favorite topics with • Chinese friends

  23. The Input Hypothesis Krashen’s ‘monitor model’ • i→ current competence • 1→ beyond your current competence • Input ＝ i＋ 1 • (Current competences combine beyond your current competence) • Cheats and read the English subtitles • Too lazy to practice

  24. The affective filter Hypothesis Low motivation High Motivation Krashen’s ‘monitor model’ Lack of Self Confidence Full of Self Confidence High Anxiety Low Anxiety • High language learning filter • Lower defense from the Students • Most input material are blocked in • the process • Lower filter • High defense • More input pass the filter • According to his learning experience, his affective filter was low. Because he was interested in Chinese, including culture, history and reading. • He will never stop learning Chinese.

  25. Interactionism Who he interacts with - people he wants to talk to - they are all native speakers Where he interact with native speakers - native environment

  26. Interactionism How he interacts with native speakers - just talk and focus on understanding and expressing meaning - ask questions about “Chinese”

  27. Suggestions It is better for a second language learner to have many different learning styles. Overcome the anxiety. Have beliefs which are derived from learner’s learning experience or learner’s learning opinions.

  28. Suggestions Second language learning should start as early as possible. Learning styles can be various rather than place restrict on the specific learning methods. Practice a lot to improve language skills.

  29. Talk Talk Talk Enthusiastic Conclusion Spend time and effort! Motivation Perseverance

  30. Thank you for your attention.

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