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A Successful Language Learner --- Shu-Ping Jungle Tsai

A Successful Language Learner --- Shu-Ping Jungle Tsai. The 5th group Group members - 蘇姵姍 Vivien 9531313 - 陳虹汝 Sarah 9531315 - 沈家卉 Gina 9531317 - 吳佩璇 Eunice 9531319 - 黃怡綾 Tracy 9531321. January 18, 2007. Picture. Introduction.

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A Successful Language Learner --- Shu-Ping Jungle Tsai

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  1. A Successful Language Learner--- Shu-Ping Jungle Tsai • The 5th group • Group members - 蘇姵姍Vivien 9531313 - 陳虹汝Sarah 9531315 - 沈家卉Gina 9531317 - 吳佩璇Eunice 9531319 - 黃怡綾Tracy 9531321 January 18, 2007

  2. Picture

  3. Introduction Who: Shu-Ping Tsai (Jungle). Our English teacher ( simultaneous interpretation & grammar) in our five-year college. Why: We are curious about her languages learning process, how she can learn English well and become a successful English teacher.

  4. Data Collection • E-mail • Face-to-face interview • Questionnaires • Recording

  5. Learner’s Background • Wenzao Ursuline College of Languages - English major & German minor • Tamkang University – English Department • University of Bath in UK – master degree of oral interpretation & written translation

  6. Major Points • Learning Conditions • Learner Characteristics • Learning Styles • Learner’s Beliefs • Behaviorism • Krashen’s Monitor Model • Interactionism • Suggestions

  7. Learning Conditions 1 • Cram school (small class, 1 to 7 ) - traditional instruction - focused on grammar - used the way of competition to play games - CALP • Junior high school - traditional instruction - focused on grammar & less listening - did lots of exercises about grammar - CALP

  8. Learning Conditions 2 • Junior college - well-round learning (listening, speaking, reading & writing) - used and practiced English everyday in school - CALP & BICS • University - reading & writing (tended to literature & theory) - extracurricular relaxations : listen to English songs & watched movies. - CALP

  9. Learning Conditions 3 • Graduate school - speaking & writing - communicate with native speakers in daily life - CALP & BICS

  10. Learner Characteristics 1 • Age of acquisition - started to learn English at 12 • Personalities - She is an introverted person, but becomes extroverted while learning - risk-taking

  11. Learner Characteristics 2 • Motivation - initially integrative motivation (extrinsic) - subsequently instrumental motivation (intrinsic) • Attitude “NEVER CONSIDER THAT YOUR ENGLISH IS EXCELLENT.”

  12. Learning Styles 1 • Intelligence - musical / rhythmic After hearing some melodies, she is able to sing it back accurately. - intra-personal She considers herself to be strong willed. • Perceptual - tactile / kinesthetic A physical action to the learning process is a need for her.

  13. Learning Styles 2 • Cognitive - field independent (the picture of “FLY”) - no particular brain dominance (right brain:35 / left brain:30) - high tolerance of ambiguity (free to accept different pronunciation) - impulsive (speaks intuitively) - visual (sees clear images when closing her eyes)

  14. Learner’s Beliefs - Willing to accept new instructions She believes that her learning methods is effective, but the instructors’ directions also provide more effective ways.

  15. Behaviorism 1 • Imitation - pronunciation, intonation & basic grammar rules • Practice - set up different situations to practice speaking

  16. Behaviorism 2 • Reinforcement (feedback) - positive in early stage - negative in graduate school • Habit formation - listen to the English radio - read English newspapers

  17. Krashen’s ‘monitor model’ • The Monitor Hypothesis - In speaking, she would notice her errors, but she would not correct them immediately. But while having an interpretation, she would correct errors immediately.

  18. Krashen’s ‘monitor model’ • The Input Hypothesis (i+1) - surpass the schedule of teachers - expose to the advanced materials

  19. Krashen’s ‘monitor model’ • The Affective Filter Hypothesis - She felt frustrated in graduate school because of teachers’ corrections. - Stress influenced her learning willingness.

  20. Interactionisim • Zone of Proximal Development - restructure by herself, and discuss with teachers or classmates - grab the chance to talk with foreigners

  21. Suggestions for Foreign Language Learners • Be active, and preview the required materials. • Learning from the mistakes and self-correction. • Think creatively, and willing to try new things.

  22. Suggestions for Foreign Language Learners • Listening to different materials can help you to reach advanced level. • Read regularly, but more challenging. • The most creative writing is always in lyrics. • Talk to the advanced interlocutors & form a speaking group

  23. Conclusion • Attitude - active - open-minded - enthusiastic • Effective ways for learning • Perseverance

  24. Thanks for Your Attention.

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