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A Successful Mandarin Learner

A Successful Mandarin Learner. Agnès Roussel. Group Members. 9531327 林欣怡 Kim Lin 9531341 趙韻嘉 Jessica Chao 9531351 黃美芳 May Huang 9531365 李佳璇 Winnie Lee 9531371 洪慧真 Kelly Hung. Agn è s. Introduction . 1. Who and why 2. Data collection 3. Learner’s background

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A Successful Mandarin Learner

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  1. A Successful Mandarin Learner Agnès Roussel

  2. Group Members 9531327 林欣怡 Kim Lin 9531341 趙韻嘉 Jessica Chao 9531351 黃美芳 May Huang 9531365 李佳璇 Winnie Lee 9531371 洪慧真 Kelly Hung

  3. Agnès

  4. Introduction 1. Who and why 2. Data collection 3. Learner’s background 4. Analysis -- learner’s learning condition -- learner’s characteristic 5. Discussion 6. Suggestion & conclusion 7. Q & A

  5. Introduction • Who • Why

  6. Data Collection Methods • Face to face interview • Telephone interview • E-mail interview • Picture-taking • Recording

  7. Learner’s Background • Clermont-Ferrand, the center of the France. • National College of Music and Dance in Avray. • Major » Clarinet • She also obtained the qualification of French Teaching 2years.

  8. Analysis

  9. Learner’s learning conditions • Corrective feedback of pronunciation, intonation, and word choice • Ample time • Modified input

  10. Learner’s Characteristics • Knowledge of another language • Cognitive maturity • Metalinguistic awareness • Knowledge of the world • No nervousness about speaking

  11. Personalities • Intelligence • Aptitude • Motivation • Attitude

  12. Age of Acquisition • Accent • Writing/Reading/Listening

  13. Discussion

  14. Behaviorism • Imitation • Listen to the • Radio • Tape • TV program - Imitate the sounds or the sentences she had heard  Pronunciation benefit a lot

  15. Behaviorism • Practice • Listening & speaking everyday • Listen to the radio or tape and speak out loud • Practice writing Chinese words

  16. Behaviorism • Reinforcement • Lots of praises  encourage her to learn

  17. Behaviorism • Reinforcement • Lack of correction on intonation, pronunciation, word-choosing  never know what’s wrong with her sentences.

  18. Behaviorism • Habit formation • Early stage • Watch TV news an hour everyday  Train her listening ability

  19. Behaviorism • Making “flash-card”  Help her memorize the new vocabularies easily.

  20. Innatism • Universal Grammar • Agnès knows nothing about Chinese. • Create new forms by herself. • UG helps her discover the structure of the language • There are some different language structures between Chinese and French.

  21. Innatism • The word order Mandarin- “我愛你” (S+V+O)  French- “我你愛” (S+O+V) • Direct object Mandarin- nouns or pronouns come after the verb (“The dog eats it, the dog eats the cookie”) French- pronouns precede the verb (“Le chien le mange”- literally, “the dog it eats”)

  22. Innatism • French and Mandarin still have the similarities only if you know how to change the language structure properly

  23. Critical Period Hypothesis • After the puberty, Agnès still can learn the target language pretty well, except for  pronunciation  intonation • The younger you are, the easier it is to learn another language.

  24. Krashen’s “Monitor Model” The monitor hypothesis • Communication: • focus on fluently • mistakes are acceptable • Writing: • more time to think • less mistakes

  25. Krashen’s “Monitor Model” The Natural Order Hypothesis • In school: step by step • simple sentences • basic grammar structure • dialogue • Acquired from the environment • numbers • prices

  26. Krashen’s “Monitor Model” The Input Hypothesis • In school: • comprehensible input • The environment • simple words • slow down the speed

  27. Krashen’s “Monitor Model” The Affective Filter hypothesis • Doesn’t like the way the teacher teach • Doesn’t want to go to school  Changes to another school

  28. Interactionism • Exposed to the native environment • Have chance to interact with native speaker • Native speaker will slow down the speech to make it more comprehensible  improve her speaking ability

  29. Learning Strategies • Advance Organizers • Self-Management • Self-Monitoring • Repetition • Grouping

  30. Learning Strategies • Note Taking • Imagery • Auditory Representation • Contextualization • Question for Clarification

  31. Communication Strategies • Topic avoidance • Nonlinguistic signals • Appeal for help • Stalling or time-gaining strategies

  32. Suggestions • Preview and review the lesson before and after the class. • Making “Flash-cards” to help you memorize the vocabulary. • Learners can cultivate their interest while learning a foreign language. Such as watching movies or listening to music.

  33. Suggestions • Speak out loud to practice your speaking ability. • Be positive and do not afraid of making mistakes or asking questions.

  34. Conclusion Characteristics of a successful language learner are patience, deligenceand motivation

  35. Conclusion • By this case study, it helps us to know what personalities a successful language learner has, and what methods a successful language learner uses. • For our further language learning, Agnès’s language learning processes and experiences can be agood example for everyone to follow.

  36. Thank you for your attention .

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