Two Foreign Language Learners: Nakajima Akira & Sato Keiji

1. Two Foreign Language Learners:Nakajima Akira & Sato Keiji Group Members: 9631012 Carrie 9631031 Angel 9631047 Fiona 9631048 Tina 9631055 Neco 9631056 Doreen 9631057 Sherry

2. Focus on: DifferentMotivations !!

3. Definition of Successful Language Learners

4. Read Listen Communicate

5. Introduction

6. -Who • Nakajima Akira : a associate professor in the department of Japanese • Sato Keiji: a lecturer in the department of Japanese • How they learn Chinese • -Why • Nakajima Akira : speak Chinese and he understands Chinese very well • Sato Keiji: good at using Chinese to explain Japanese grammar in the class

7. Data Collection Methods Face to Face Questionnaire E-mail Record

8. Contents • Background of interviewees-Doreen & Tina • Learner condition- Doreen&Tina • Learner characteristic- Doreen&Tina • SLA theories- Neco, Sherry, Carrie, Fiona • Conclusion- Angel • Reflection- Angel

9. Background

10. Nakajima akira

11. Background- Nakajima Akira Educational background • Meiji University, Department of Political Science and Economics (日本明治大學) • Meiji University, Institute of Political Science and Economics(日本明治大學) Teaching experience • Chinese Culture University(中國文化大學) • National Kaohsiung First University of Science and Technology(國立高雄第一科技大學)

12. Sato keiji

13. Background- Sato Keiji Educational background • Graduated from Tenri University (日本天理大學) • Soochow University (台灣東吳大學) Teaching experience • Chinese Culture University (中國文化大學) • The Affiliated senior High School of National Kaohsiung Normal University (國立高雄師範大學附屬高級中學) • National Kaohsiung First University of science and technology (國立高雄第一科技大學) • Wenzao Ursuline College of Languages (文藻外語學院)

14. Learning conditions Reason Learning process Learning method Difficulties & solutions

15. Learning conditions- Nakajima Reason • Need to understand books which is written in Chinese. • For writing graduation paper.

16. Learning conditions- Nakajima Learning process • Went to cram school in Japan. • Came to Taiwan. • Went to National Taiwan Normal University Mandarin Training Center to learn Chinese.

17. Learning conditions- Nakajima Learning Methods Listening- • Tapes & TV. Speaking- • Talk to his wife & friends. (in Chinese) • Speak what he learns from TV.

18. Learning conditions- Nakajima Learning Methods Reading- • read newspaper & magazine Writing- • write compositions • be checked by friends

19. Learning conditions- Nakajima Difficulties & Solutions 1. Pronunciation • Solutions- • Be corrected by wife & friends. • Practice. 2. Writing • Solutions- • Ask friends for help.

20. Learning conditions- Sato Reason • Mr. Sato’s father has Taiwanese friends. • Contacted with Taiwanese people. • Aroused his interest. • Majored in Chinese.

21. Learning conditions- Sato Learning process University- • Majored in Chinese. • Minored in Japanese instruction. Graduate school- • Came to Taiwan. • Majored in Japanese Language and Culture. • Taught in cram & extension schools.

22. Learning conditions- Sato Learning methods Listening- • Tapes, TV, videos and movies. Speaking- • Communicated with Chinese students & his father’s friends. • Joined a Chinese conversation club.

23. Learning conditions- Sato Learning methods Reading- • Read whole article, not word by word. • Read novels that teacher recommend. • Read newspaper & magazines. Writing- • Prepared dictionary & asked classmates.

24. Learning conditions- Sato Difficulties & Solutions 1. Pronounced Chinese sound • Solutions- • Joined a Chinese conversation club. • Practice. 2. Chinese phrases & idioms • Solutions- • Asked people to say again & explain.

25. Learning conditions- Sato Difficulties & Solutions 3. Different characters • Japan-simplified Chinese character. • Solutions- • Attended language class. • Compared each characters.

26. Learner’s Characteristics Motivation Learning style

27. Learner’s Characteristics- Nakajima Motivation • Intrinsic and instrumental learner. • Language learning for practical goal. • Talk to others actively.

28. Learner’s Characteristics- Nakajima Learning style • Tends to be a FD learner. • Likes to talk to others. • Practice what he learned actively.

29. Learner’s Characteristics- Sato Motivation • Intrinsic and integrative learner. • Interested in learning Chinese. • Sense of achievement.

30. Learner’s Characteristics- Sato Learning style • Tends to be a FD learner. • Likes to get along with people. • Asked others for help. • Feels happy to be corrected.

31. SLA Theories Neco, Sherry Carrie, Fiona

32. Interaction Hypothesis Nakajima- Neco Comprehensible output hypothesis

33. Interaction Hypothesis- Nakajima Sato keiji Nakajima akira

34. Interaction Hypothesis- Nakajima

36. Comprehensible output hypothesis

37. Interaction Hypothesis Sato- Sherry Comprehensible output hypothesis

38. Interaction Hypothesis- Sato Nakajima akira Sato keiji

39. Interaction Hypothesis- Sato

40. ＋ 1 2 3 4

41. Comprehensible output hypothesis Try to teach Japanese in Chinese 這個日文的文法餒… Find out language limited ability Work harder to improve Make comprehensible output

42. Conclusion of Comprehensible output hypothesis & Interaction Hypothesis • Similarity– interact with native speakers. Modification of speech Comprehensible input Language acquisition

43. Behaviorism Carrie & Fiona

45. Learners

46. Contrastive Analysis Hypothesis • Similar Easy- • Nakajima- Chinese characters & Taiwanese pronunciation • Sato- Japanese words & Chinese characters 時間 – 時　間（じ　けん） 麵包(pon) 打火機(raida) 資料 – しりょう 資 料

47. Different Hard- • Nakajima- Speaking and listening are weak due to different sentence structure and pronunciation. • Sato- Chinese Grammar is the hardest because of different word order. 觀光局→’光’光局(ㄍㄨㄢ→ㄍㄨㄤ) 肚子餓→’兔’子餓(ㄉㄨ→ㄊㄨ) 何か飲みますか？（想喝什麼呢?） 何か(什麼) 飲みます(喝) か (呢)

48. Conclusion • Different motivations might influence the processes of learning language. • Good interactions with native speakers

49. Reflection

50. Q & A