a case study: mr. libohan 9631339 wenny 蔣宛霖 9631321 nell 汪湘容 9631301 yvonne 蘇郁茹...
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A Case Study: Mr. Libohan
9631339 Wenny 蔣宛霖
9631321 Nell 汪湘容
9631301 Yvonne 蘇郁茹
9631347 Winona 陳嘉雯
9631365 Winnie 董冠吟
9631353 Allison 洪玉涵
9631377 Jessica 馮詩倪
OutlineOutline
1) Introduction 2) Learner characteristics and learning
conditions3) Discussion–Behaviorism, Innatism, Interactionism, and Monitor model 4) Connectionism and Learning strategies5) Conclusion–Summary and Suggestions 6) Q & A
Introduction
Who
Why
Data collection methods
Who?Who?
• Mr. Libohan – Bochum University
• Master's degrees:
– Chinese Literature
– German teaching
– East Asia Politics.
• Specialization:
– Ccomparative linguistics
(English, French, Spanish, Chinese, Japanese and Arabic)
Why?Why?
1. He speaks Chinese very clear and fluent
2. German is so different from Chinese
3. Convenient
Data collection methodsData collection methods
1. face-to-face interviews
2. email interviews
3. questionnaires
AnalysisAnalysis
Learning Conditions 1Learning Conditions 1
Other languages he can speak
Age 10 --- English
Age 12 --- French
Age 14 --- Latin
Learning Conditions 2Learning Conditions 2
UniversityIn the 1st year --- Learn simplified Chinese
In the 2nd year --- Learn traditional Chinese and the literary language used in ancient China
reading, speaking, listening, writingCALP& BICS
Learning Conditions 3Learning Conditions 3
In China
practiced speaking & listening
communicated with native speakers in daily life
did not have classes in China, but learned Chinese in daily life
learned both CALP & BICS
Learning Condition 4Learning Condition 4
In Taiwan
practices speaking & listening & reading
communicates with native speakers in daily life but has changed the accent
Learning Condition 4Learning Condition 4
In Taiwan
reads newspaper and watches documentary films
listens to lectures
uses camera, recorder, internet and pen to record what he sees and hears
learns both CALP & BICS
Learner Characteristics 1Learner Characteristics 1
Age of acquisitionstarted to learn Chinese at 19
PersonalitiesHe is an introverted person, but has become
extroverted while learning in Taiwan and China.
Learner Characteristics 2Learner Characteristics 2
MotivationInitially integrative motivation
Attitude“No pain, no gain.”
Learner’s BeliefsLearner’s Beliefs
Never stop practicing and don’t be afraid to make mistakes.
He believes that his learning can be so successful because of practicing and being willing to make mistakes.
Behaviorism
BehaviorismBehaviorism
SR Theory : Stimulus Responses
Reinforcement
Theory of BehaviorismTheory of Behaviorism:
Imitation
Practice
Reinforcement
Habit Formation
PronunciationPronunciation
Place: “Standard pronunciation course” in Bochum University, GermanClassmate: 45 students / freshman Teacher: Form Beijing / Beijing accentMaterials: Simple words (Nouns)
PronunciationPronunciationAids: Flash Cards (with Chinese Pinyin and translation) Chinese Pinyin Chart
AnalysisAnalysis
Imitation: Students imitate Teacher’s
pronunciation during the class
Practice: Students repeat after the teacher
Reinforcement: Teacher and students had private
talk. When the student mispronounced the word,
teacher would demonstrate it again or give
corrective feedback. Student had to repeat until
the teacher was satisfied.
AnalysisAnalysis
“Our teacher was really strict, once I had
been asked to repeat the same words over 20
times to meet his standard.” “ But I think it was necessary.”
Habit Formation: Since Mr. Lee’s teacher is form
Beijing. Mr. Lee now has a strong Beijing
accent. Even thought he has been in Taiwan for
several years, his accent could not change.
WritingWriting
Writing: order of the stork.
Place: Classroom in Bochum University,
German
Students: 45 students, freshman
Teacher: From Main Land China/ Simplified
Chinese Character
Material: Text book (passage + new words)
Workbook
** No more Chinese PinyinNo more Chinese Pinyin
WritingWriting
Aids: Radical Chart, story about the words
旦旦
AnalysisAnalysis
Imitation: Students imitate the order of the strokes form the teacherPractice: Students practice in workbook Reinforcement: Teacher give feedback Story enhance Mr.Lee’s learning interest
“I think Chinese Character is just like a picture, I feel very interested in it.”
Habit Formation: Simplified and traditional Chinese Characters
ProblemsProblems
Problem: Mr. Lee still has problems writing
difficult Chinese Characters
Reason: he usually uses Chinese Pinyin to type,
seldom uses handwriting.
InnatismInnatism
InnatismInnatism
LAD, UG, and CPH are the important terms related to the innatist position.
LAD-Language Acquisition Device UG-Universal Grammar CPH-Critical Period Hypothesis
InnatismInnatism
The LAD concept dominates contemporary formal linguistics, which asserts that humans are born with the instinct or "innate facility" for acquiring language.
Building your phonetic system Mr. Lee thinks the pronunciation is an very
essential point in learning languages. Pinyin Reading textbooks
InnatismInnatism
Chomsky argued that innate knowledge of the principles of Universal Grammar (UG) permits all children to acquire the language of their environment during a critical period of their development.
Quantifier confusion
Ex: 一個魚 一隻魚
InnatismInnatism Mr. Lee has been interested in languages duri
ng childhood. He started learning languages from childhood.
The earlier, the better.
Children’s mind is just like a blank slate. Mr. Lee knew cultures after learning
languages.
InteractionismInteractionism
Interactionism VS. InnatismInteractionism VS. Innatism
Basically agree with Innatists
Focus more on the environments and learner’s cognitive development
Can be analyzed into 3 parts
What are the three parts ?What are the three parts ?
Cognitive Development
When did he start to learn Chinese ?
Environment
What kinds of environment was he exposed to ?
Social Interaction
Who did he communicate with ?
Cognitive DevelopmentCognitive Development
Learned several languages before English, French, Latin
Experiences cannot use L1 logic to think of new language
Ex: 他很快樂 vs. 他是很快樂
EnvironmentEnvironment
Major in Chinese in Germany
Learning Chinese for 3 years
Get improved in Beijing
Piaget and VygotskyPiaget and Vygotsky
Social InteractionSocial Interaction
Using his Chinese teacher as an ‘interlocutor’ to practice conversation
Being in the environment, he must talk
Zone of Proximal Development
By knowing what is interactionism and
analyze a learner’s interaction with object or people, we can tell one’s learning process and what kind of learner he or she is.
Thank you !!!
Mr. Lee’sMr. Lee’s Monitor Model Monitor ModelMonitor Hypothesis
Writing-> sometimes make mistakes ex:” 象是” ->” 像是”
Communication-> focus on pattern ex:” 有到北京站嗎 ?” ,” 北京站到了嗎 ?”
-> Errors of pragmatics ex: “ 如果你用母語去思考外語 , 你就會迷路”
Mr. Lee’s Monitor ModelMr. Lee’s Monitor Model
Natural order hypothesis
In school: step by step->“ Chinese Pinyin”,” ㄅㄆㄇㄈ”
-> Pronunciation
-> Vocabulary
-> Learning “literary language of Chinese” in the second year
Mr. Lee’s Monitor ModelMr. Lee’s Monitor Model
Input hypothesis: i+1
Willing to learn-> learning from the Chinese source ex: Watching TV , reading , talking
When meet the new words-> searching the meaning on the internet-> asking native speaker
Mr. Lee’s Monitor ModelMr. Lee’s Monitor Model
Affective filter hypothesis
encounter the difficulty
-> didn’t affect his learning
ex: learning how to write the Chinese word & reading literary language of Chinese
ConnectionismConnectionism
““艸艸””: means grass or any thing related to plant.
““忄忄””: means heart or any thing related to human body.
Learning StrategiesLearning Strategies
Re-readRe-read information informationTo read the context repeatedly.
Look for Look for familiar articlesfamiliar articlesTo find other articles.
Note-takingNote-takingTo maintained a separateseparate
section of his section of his notebook.
To To Use a MP3Use a MP3 to tape record classes. to tape record classes. By reviewing the MP3.
Prior experiences validate new information.Prior experiences validate new information.Prior experiences are a source of confidence for
him.
Learning StrategiesLearning Strategies
To To stimulate your intereststimulate your interest and excitementand excitement
about learning a foreign language.about learning a foreign language.To seek out opportunities to immerse yourself in
the foreign language and culture.
Person-to-person interaction.Person-to-person interaction. He asked or answered questions in
Chinese as possible as he could.
Learning StrategiesLearning Strategies
ConclusionConclusion
Summary & Suggestions
SummarySummary
• Imitation → practice → habit
• Start to learn early → better intonation
• Learning cognition → improve quickly
• Think firstly → Speak
SuggestionsSuggestions
1. Learning styles→methods2. Learning target→Strengthen motivations ◎Foundamental purpose→Want to learn3. Enhance ability→Practice speaking, listening,
reading, and writing4. Find a spouse in that area→More opportunities to
use the language5. In another country→Take handouts
At home→Join website’s group:Yahoo or Msn6. Use learned language→Think about problems
Thank you for your attention!
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