A Comparative Case Study of Two Successful Foreign Language Learners

1. A Comparative Case Study of Two Successful Foreign Language Learners Group Member: 9421021 Nini 9631006 Jean 9631008 Nelson 9631009 Rainy 9631013 Emily 9631023 Emma 9631045 Nig

2. Outline • Interviewees Introduction • Why we choose them? • Data Collection Methods • Personal Analysis • Hypothesis in use - Behaviorism - Innatism - Interactionism • Definition of Successful Language Learner

3. Interviewees Introduction John Van Goch 任書欣 Suzanne Jen

4. John

5. John • Personal introduction • Born in Holland in 1957, 53 years old • Get Married, has 3 children. • Now works as Southern Chief Executive Educational officer of Ivy League English program. • Language ability: Dutch, English, German, French, & Chinese.

6. John Educational (life) Background • Age 11 Started learning French • Age 12  Started Learning German and English • Age 20 to 24  Work at a microbiology lab at university • Age 24  Left Holland • Age 27  Traveled in China (for two months) came to Taipei, Taiwan and started teaching English with Peter Lai. (賴世雄) • 32 years old until now Working as a English teacher and is now running his own cram school.

7. John Learning conditions English Why- He has interest in English, and the environment where he lived gave him the chance to learn and practice. When- Formally learned from 11 to 20 years old. Where- In Holland, in his junior and high school. German Why- Historically Holland and Germany have been very close, and the languages are also similar. When- Formally learned from 13 to 14 in his junior high. Where- in his junior high school In Holland. French Why- Because he has interest in French. When- Formally learned from 11 to 14 years old. Where- In Holland, in his junior high school.

8. Suzanne

9. Suzanne Personal introduction • Born in Taiwan in 1984, 25 years old. • Single • Certifications: TOEFL CBT 290 in 2005 (21) French DELF C2 in 2006 (22) German Test DAF B2 in 2007 (23) • Now graduated from National Taiwan University, being the leading actress of a theater, teaching English as a tutor. • Language ability: English, French, German, Spanish, Cantonese.

10. Suzanne • Educational (life) Background • Before age 5 Lived in Changhua • After age 5  Moved to Manchester for one year for her father’s Ph.D. She formally learned English in the first year of primary school. • age 6 Came back to Taiwan and attended the elementary school in Taipei. • age 10  Started to read easy English novels. Gradually, turned to other languages. • age 12  Started to learn French with 3 other friends from a tutor. • age 16  Went to Lillie in France as an exchange student for 10 months. • age 19 Graduated from Taipei First Girls' High School Attended National Taiwan University • age 23 Went to Heidelberg in Germany as an exchange student for 10 months. • age 24 Graduated from National Taiwan University, Foreign Languages and Literature department.

11. Suzanne Learning conditions English • Why- Went to England for her father’s Ph.D • When- 5 years old • Where- In a primary school in Manchester French • Why- Greatly inspired by a French movie. • When- First at 12 years old. Later learned efficiently in France at 16. • Where- In Taiwan and Lillie. German • Why- Travel in Germany when she was a exchange student in France, felt that Germany is beautiful. (optional language course in NTU). • When- At age 20. Later learned in Heidelberg at 23. • Where- In NTU and in Heidelberg. Spanish • Why- This is one of the most spoken language. (optional language course in NTU). • When- At age 20. • Where- In NTU for four semesters .

12. Why we choose them? • John • As a Dutch, he still can speaks fluent English, and use this ability to run his own cram school business! • Suzanne • She’s extraordinary due to her outstanding academic performance, which allows her to attend Foreign Language and Literature department in NTU with the highest score.

13. Data Collection Methods Face-to-face Interview Internet interview (via Skype) Questionnaires E-mail correspondence

14. Personal Analysis

15. Intelligence & Aptitude

16. Learning style

17. Personality

18. Motivation and attitudes John--- • Motivation  a. Environment b. Eager to learn languages. c. Inspired by his teachers d. Good feeling on learning language • Attitude a. Positive and active b. Confident in learning language

19. Motivation and attitudes Suzanne--- • Motivation English French German Spanish • Attitude a. Perseverant b. Never give up getting to the bottom of an affair

20. Learner beliefs John ABSOLUTELY YES! Suzanne YES, but only happened once.

21. Difficulties John--- Cultural usages Memorizing Vocabulary Suzanne--- English-Reading Listening French- Writing German- Grammar

22. Hypothesis in use Innatism Interactionism Behaviorism

23. Behaviorism “environment is important”

24. 1) Imitate  positive reinforcement John: In Holland: Imitate through public media and from people he met. In Taiwan: Kept memorizing Chinese characters and its phonics through writing, listening and reading with his tutor and his wife. Suzanne: In Manchester: Receiving linguistic reinforcement everyday in British primary school. In Taiwan: Listen very carefully. In France: Check out what she “heard” in dictionary and reproduce it.

25. 2) Practice the consistency of reinforcement John: English, German, French- Talk to foreigners: “Let’s stop talking in Dutch!” Chinese (Mandarin) – Tried to read the words he saw on newspaper, and street signboard. Suzanne: English- talk to her foreign friends. French, German- Using what she “learned” to communicate with her host family members and classmates.

26. 3) Habit  quality and quantity John & Suzanne Listening to music, watching TV, reading novels, talking with foreigners.  led to measurable improvements on listening, speaking, reading, and writing.

27. Contrastive Analysis Hypothesis (CAH) • SL vs TL- similar - easier to learn. • SL vs TL- different - harder to learn. • John (Support) • Dutch VS English = similar – easier to learn • Dutch VS French = similar • Dutch VS German = similar • Dutch VS Chinese = different – has difficulty • Suzanne (Against) • Chinese VS English = different – no difficulty • Chinese VS French = different – no difficulty

28. Errors In learning Second Languages • Transfer of habits from L1 • John & Suzanne- No problem •  learn L2 quite early and naturally. • Influenced by other languages • John- No problem. • Suzanne- Happened in her L2&L3 • ex: English- wanted to say “you’re right” but said • “you have reason” ( French: Tu as raison) •  Confused her at the beginning when she just • get to know how to speak French.

29. Innatism

30. The Critical Period Hypothesis (Within puberty period) 1. John --pros • Encountered English (L2) in early childhood Learned English at 12 →learned L2 in critical period→learned it well • Learned Chinese at 27 →learned Chinese beyond critical period →cannot learn it as well as L2

31. The Critical Period Hypothesis (Within puberty period) 2. Suzanne • English--pros Attended classes in primary school in England at 5 learned English in early childhood→Strong foundation→learned it well • French--cons Being an exchange student in Frence at 16 →learned French beyond critical period →with motivation →still learned it well

32. Second language applications: Krashen’s “monitor model” I. Acquisition-learning hypothesis John • “Acquire” English(L2) instead of “learn” it (subconsciously) • Learned Mandarin(L3) consciously Suzanne • “Acquired” English (L2) subconsciously. Learn naturally. • “Learned” German (L4) and Spanish (L5) under a conscious process

33. Second language applications: Krashen’s “monitor model” II. Monitor hypothesis John • Making minor changes through traveling and meeting different people Suzanne • Making minor changes by herself • Being corrected, but rarely, by friends

34. Second language applications: Krashen’s “monitor model” • Natural order hypothesis John • learning order in Dutch(L1): listening, speaking, reading and writing • learning order in English(L2): the same as Dutch Suzanne • learning order Chinese: listening, speaking, reading and writing • learning order of English: the same as Chinese

35. Second language applications: Krashen’s “monitor model” IV. Input hypothesis 1. John 2. Suzanne • Disney cartoons, movies • Read easy English novels and novels for children • Look up new words

36. Second language applications: Krashen’s “monitor model” V. Affective filter hypothesis John • Frustrated by difficulties →Suspend learning →with strong motivation • Taught by his wife →easily become slack →went to cram school Suzanne • learned French at 12 → felt bored →didn’t learn French well • went to France at 16 →strong motivation → speaks fluently

37. Interactionism ‘Learning from interactions’

38. Interactionism John- Language- English • Interact with strong motivation • Interacting Subjects- 1. Sister’s friends 2. International exchanges students 3. Foreign friends  • Results 1. A sense of achievement 2. Learn a lot from foreign friends Suzanne- Language- English • Interacting subjects- English 1. Exchanged students in France 2. Friends who came from all over the world a. the year in France b. the month in Manchester c. ten months in German • Results 1. Speak more fluently/ hesitate less 2. Cultural experiences

39. ZPD- Zone of proximal development John- Language: English • Interlocutor: 15-The English teacher at school Now- limited Language: Chinese  Interlocutor: His wife- Charlie Failed to be John’s Chinese teacher ‘One day Chinese one day Dutch’ plan A very successful helper when he learns Chinese Homework and story books •  Suzanne- • Language: English •  Interlocutor: • College teacher- Karen Cheung • Tim Kasey • Language: French •  Interlocutor: • Host family- Michel and Edwidge • They were very willing to correct her grammatical errors • X Classmates

40. The Comprehensible output Hypothesis -learners must produce John- Language: English  Interlocutor: English friends interact with them actively. • Suzanne- Language: English  Interlocutor: English friends interact with them actively. Language: Chinese  Interlocutor: A Chinese tutor She doesn’t speak any English. Language: French  Interlocutor: Her host family in France They didn’t speak any English.

41. The noticing hypothesis-learn things by noticing John- Language: English  Interlocutor: An Irish friend who John lived with for one year. Would start using his friend’s terms and expressions Ex. I’m knackered/buggered. • Suzanne- • Language: English •  Interlocutor: • American friends & British friends • Noticed the colloquial expressions during communications • Ex. barf/ airhead/ honcho

42. Definition of Successful Second Language Learner • Our definition: • A successful language learner should attain a certain high level of proficiency in listening, speaking, reading, and writing. • A successful language learner should : • be able to use the language to communicate with others, and use it to achieve something. • be able to speak with accurate pronunciation and fluency; and being able to write properly.

43. The End~

44. Q & A Time