A successful Mandarin Learner: Anna

江芷羚 Stacy 9631309

趙珈妤 Arial 9631303

林尚宬 Victor 9631307

蔡宜芳 Wicia 9631333

鄒蕙筠 Whitney 9631335

謝毓涵 Yuko 9631381

Stacy: Who & Why Data Collection Learning Conditions Characteristics Learning ProcedureArial: Motivation Attitudes Personalities Learner Beliefs

Outline

Outline

Victor: Strategies Connectionism Krashen’s Affective Filter (Anna’s classmates)Wicia: Difficulties Interactionism Interaction hypothesis

Whitney: The Positive& Negative Effects of Using L1 to L2 Behaviorism

Yuko: Environment Krashen’s Affective Filter (Anna herself) Tolerance of Ambiguity

Outline

Who & Why

Stacy 9631309

Name: Anna

Education Background:

• University of Canberra, Australia

• Monash University, Australia

Major: Psychology

Stayed in Taiwan for 1 year

Who

Why we choose her?

• Arial’s friend

• The efficient ways of learning

Mandarin

• Interested in languages

• Heritage

Data Collection Methods

• Face to face interview

• E-mail interview

• Picture-taking

• Recording

Learning Conditions

• University of Canberra, Australia

(six months)

• National Cheng Kung University, Taiwan

(one year)

Characteristics

Open-minded

Extroverted

Easygoing

Optimistic

Learning Procedure

At the beginning

After six moths to one year

Now

At the beginning- The instruction she received

(visualized instruction)

- Emphasis

(more on speaking and listening)

- Never give up

(personalities and motivation)

After six months to one year

- The pace of progressing

- Changes of learning styles or

attitude

Now

- The part she needs to improve

more (speaking and conversation)

- use native-like words deeper

phrases

Why does Anna want to learn Mandarin?

Arial 9631303

Interested in languages

Studied Japanese before

Heritage (Mother is Chinese)

Motivation

Anna’s attitude towards language learning is…

Positive

Not afraid to make mistakes

Willing to communicate with others

Attitude

Extroverted

Risk-taking

Personality

Meet a group of friends

Reading

Learner Beliefs

Strategy

Victor 9631307

Learning Strategy Read articles (i+1) Go to class (activity) Conversation (practice in a mock

situation) Be in that environment

Memorizing strategy Making a little story to memorize

characters

Using contexts to remember the meanings

Repetition (pronunciation)

How to keep motivated

Remember why you learn the language

Imagine you can speak the language fluently

Connectionism frequency with which learners

encounter specific linguistic features in the input and the frequency with which features occur together

She prefers to associate words with contexts (remember efficiently)

Interaction hypothesis Modification is needed.

Conversational adjustments can aid comprehension in the L2.

The affective filter hypothesis

“Affect” refers to such things as motives, needs, attitudes, etc.

Most of her classmates dropped the class because the tones are difficult.

Difficulties

Wicia 9631333

Difficulties

Q: What sounds in Mandarin do you have difficulties with? A: Sound: phonetic alphabetEx: 吃魚→ She can’t speak correctly.

(CPH)Her own tip: speak quickly and sound can be better four tones → 水餃 睡覺

ㄔ ㄘ ㄖ…

Questions

Q: In English sentences, people put a / an /

the in front of one subject. Do you find it

difficult to use the proper one in Mandarin?

A: 一根木頭 一條手帕… “ 個” is easier to be used

Questions

Q: What is the most difficult thing for you

when you’re having a Mandarin conversation? A: She can’t understand quickly what

the native speakers said.

Interaction

In Australia: The opportunity of speaking in Mandarin

is less. (only in Chinese class) In Taiwan: She exposed herself to native

environment. Ex: Hanging out to the Taiwanese friends

Going to the traditional market

Interactionism hypothesis

1. SLA takes place through conversational interaction.

2. Modified interaction is a necessary mechanism.

3. Having an opportunity to interact with other speakers.

Anna’s examples Communicate with Taiwanese

friends Simplify the linguistic forms,

elaborate what they want to express, slow speech rate, use gesture

Has the opportunities which speed up the language development

The similarities and differences between the L1

and the L2

Whitney 9631335

L1(English) VS. L2 (Chinese)

Positive effect: Word order go see a movie ( 去看電影 )

Negative effect: Word order I went to see a movie

with my boyfriend last Saturday. ( 我去看電影和我的男生朋友晚 的星期六 )

Behaviorism

Whitney 9631335

Behaviorism

Imitation Practice Reinforcement Habit Formation

Behaviorism Imitation 1. Listening

2. Reading

3. Speaking

4. Writing

Listening

Contexts in the textbook Classroom Chinese

Listening

Classroom Chinese - 打開 + N. ( 打開書本 ) - 這是什麼 ?

Listening

Contexts in the textbook Classroom Chinese Clapping hands, walking around the classroom and speaking Chinese out loud to learn the tones and

rhythm. Changing the third tone

Listening

Change the third tone - If 2 syllables in succession use the third tone, the first syllable changes to the second tone and the second syllable keeps the third tone. 你好 ㄋㄧˊ ㄏㄠˇ

- If more than 2 syllables of third tone are in succession, the tone changes according to the context. 我很好 ㄨㄛˇ ㄏㄣˊ ㄏㄠˇ

Reading

The articles in the textbook The book of her kindergarten

student The QA lists and possible answers

Writing

Write each Chinese character at least 30 times per day.

The strokes of each character

Speaking

Practice the frequently asking questions.

Speaking

Practice the frequently asking questions.

Q: What do you like to eat? ( 你喜歡吃什麼 ?)

A: I like to eat _________. ( 我喜歡吃 __ 。 )

apples 蘋果 cakes 蛋糕 ham 火腿 tofu 豆腐 rice 飯 noodles 麵

Speaking

Practice the frequently asking questions.

KTV

Practice

School (NCKU) Cram school (the place where she

works at) Traditional Market Anywhere when she gets a chance Chinese Proficiency Tests

ReinforcementPositive & Negative feedback

Positive feedback Her friends and co-workers give her

compliments

Negative feedback Clerks at MacDonald’s run away and

think she is speaking English to them.

Habit Formation

Chat about different topics (school life, politics, etc.) with Taiwanese people.

Be a bilingual teacher in the classroom without the native Chinese teacher’s help.

Environment

Yuko 9631381

Mandarin Class

Differences In Australia In Taiwan

Mandarin Ability

Improvement Listening Speaking Reading Writing

Difficulties (In Taiwan)

粗 飯！

Analysis

Krashen’s affective filter hypothesis Tolerance of ambiguity

Suggestion Aggressive motivation Don’t be afraid of communicating

with the local people Practice makes perfect Learning languages in different ways Create a language learning

environment as possible as you can