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

The 5th group The 5th group Group membersGroup members - - 蘇姵姍蘇姵姍 Vivien 9531313Vivien 9531313 - - 陳虹汝陳虹汝 Sarah 9531315Sarah 9531315 - - 沈家卉沈家卉 Gina 9531317Gina 9531317 - - 吳佩璇吳佩璇 Eunice 9531319Eunice 9531319 - - 黃怡綾黃怡綾 Tracy 9531321Tracy 9531321

January 18, 2007

PicturePicture

IntroductionIntroduction

Who:Who: Shu-Ping Tsai (Jungle). Our English Shu-Ping Tsai (Jungle). Our English teacher ( simultaneous interpretation & teacher ( simultaneous interpretation & grammar) in our five-year college.grammar) in our five-year college.

Why:Why: We are curious about her languages We are curious about her languages learning process, how she can learn learning process, how she can learn English well and become a successfulEnglish well and become a successful English teacher.English teacher.

Data CollectionData Collection

E-mail E-mail

Face-to-face interviewFace-to-face interview

QuestionnairesQuestionnaires

RecordingRecording

Learner’s BackgroundLearner’s Background

Wenzao Ursuline College of Languages Wenzao Ursuline College of Languages

- English major & German minor - English major & German minor

Tamkang University – English DepartmentTamkang University – English Department

University of Bath in UK – master degree of University of Bath in UK – master degree of oral interpretation & written translationoral interpretation & written translation

Major PointsMajor Points

Learning ConditionsLearning Conditions Learner CharacteristicsLearner Characteristics Learning StylesLearning Styles Learner’s BeliefsLearner’s Beliefs BehaviorismBehaviorism Krashen’s Monitor ModelKrashen’s Monitor Model InteractionismInteractionism SuggestionsSuggestions

Learning Conditions 1Learning Conditions 1

Cram school (small class, 1 to 7 )Cram school (small class, 1 to 7 ) - traditional instruction- traditional instruction - focused on grammar- focused on grammar - used the way of competition to play games- used the way of competition to play games - CALP- CALP

Junior high schoolJunior high school - traditional instruction- traditional instruction - focused on grammar & less listening- focused on grammar & less listening - did lots of exercises about grammar- did lots of exercises about grammar - CALP- CALP

Learning Conditions 2Learning Conditions 2 Junior collegeJunior college - well-round learning (listening, speaking, reading - well-round learning (listening, speaking, reading & writing)& writing) - used and practiced English everyday in school- used and practiced English everyday in school - CALP & BICS- CALP & BICS

UniversityUniversity - reading & writing (tended to literature & theory)- reading & writing (tended to literature & theory) - extracurricular relaxations : listen to English - extracurricular relaxations : listen to English songs & watched movies.songs & watched movies. - CALP- CALP

Learning Conditions 3Learning Conditions 3

Graduate schoolGraduate school

- - speaking & writingspeaking & writing

- communicate with - communicate with

native speakers in daily lifenative speakers in daily life

- CALP & BICS- CALP & BICS

Learner Characteristics 1Learner Characteristics 1

Age of acquisitionAge of acquisition

- started to learn English at 12- started to learn English at 12

PersonalitiesPersonalities

- She is an introverted person, but - She is an introverted person, but

becomes extroverted while learningbecomes extroverted while learning

- risk-taking- risk-taking

Learner Characteristics 2Learner Characteristics 2

MotivationMotivation

- initially integrative motivation - initially integrative motivation (extrinsic)(extrinsic)

- subsequently instrumental motivation - subsequently instrumental motivation (intrinsic)(intrinsic)

Attitude Attitude

“ “NEVER CONSIDER THAT YOUR NEVER CONSIDER THAT YOUR ENGLISH IS EXCELLENT.”ENGLISH IS EXCELLENT.”

Learning Styles 1Learning Styles 1 IntelligenceIntelligence - musical / rhythmic- musical / rhythmic After hearing some melodies, she is able to After hearing some melodies, she is able to sing it back accurately.sing it back accurately.

- intra-personal- intra-personal She considers herself to be strong willed.She considers herself to be strong willed. PerceptualPerceptual - tactile / kinesthetic - tactile / kinesthetic A physical action to the learning process is aA physical action to the learning process is a need for her.need for her.

Learning Styles 2Learning Styles 2 CognitiveCognitive - field independent (the picture of “FLY”)- field independent (the picture of “FLY”)

- no particular brain dominance (right brain:35 /- no particular brain dominance (right brain:35 / left brain:30)left brain:30)

- high tolerance of ambiguity (free to accept - high tolerance of ambiguity (free to accept different pronunciation)different pronunciation)

- impulsive (speaks intuitively)- impulsive (speaks intuitively)

- visual (sees clear images when closing her eyes)- visual (sees clear images when closing her eyes)

Learner’s BeliefsLearner’s Beliefs

- Willing to accept new instructions- Willing to accept new instructions

She believes that her learning methods She believes that her learning methods is effective, but the instructors’ is effective, but the instructors’ directions also provide more effective directions also provide more effective ways. ways.

Behaviorism 1Behaviorism 1

ImitationImitation

- pronunciation, intonation &- pronunciation, intonation &

basic grammar rulesbasic grammar rules

PracticePractice

- set up different situations - set up different situations

to practice speakingto practice speaking

Reinforcement (feedback)Reinforcement (feedback)

- positive in early stage- positive in early stage

- negative in graduate school- negative in graduate school

Habit formationHabit formation

- listen to the English radio - listen to the English radio

- read English newspapers - read English newspapers

Behaviorism 2Behaviorism 2

Krashen’s ‘monitor model’Krashen’s ‘monitor model’

The Monitor HypothesisThe Monitor Hypothesis

- In speaking, she would notice her - In speaking, she would notice her

errors, but she would not correct errors, but she would not correct

them immediately. But while havingthem immediately. But while having

an interpretation, she would correct an interpretation, she would correct

errors immediately.errors immediately.

Krashen’s ‘monitor model’Krashen’s ‘monitor model’

The Input Hypothesis (i+1)The Input Hypothesis (i+1)

- surpass the schedule of teachers - surpass the schedule of teachers

- expose to the advanced materials- expose to the advanced materials

Krashen’s ‘monitor model’Krashen’s ‘monitor model’

The Affective Filter HypothesisThe Affective Filter Hypothesis

- She felt frustrated in graduate school - She felt frustrated in graduate school

because of teachers’ corrections.because of teachers’ corrections.

- Stress influenced her learning - Stress influenced her learning willingness. willingness.

InteractionisimInteractionisim

Zone of Proximal DevelopmentZone of Proximal Development

- restructure by herself, and discuss with - restructure by herself, and discuss with

teachers or classmatesteachers or classmates

- grab the chance to talk with foreigners- grab the chance to talk with foreigners

Suggestions for Foreign Suggestions for Foreign Language LearnersLanguage Learners

Be active, and preview the required Be active, and preview the required materials.materials.

Learning from the mistakes and self-Learning from the mistakes and self-correction. correction.

Think creatively, and willing to try new Think creatively, and willing to try new things.things.

Suggestions for Foreign Suggestions for Foreign Language LearnersLanguage Learners

Listening to different materials can help you to Listening to different materials can help you to reach advanced level.reach advanced level.

Read regularly, but more challenging.Read regularly, but more challenging.

The most creative writing is always in lyrics.The most creative writing is always in lyrics.

Talk to the advanced interlocutors & form a Talk to the advanced interlocutors & form a speaking groupspeaking group

ConclusionConclusion

AttitudeAttitude

- active- active

- open-minded- open-minded

- enthusiastic- enthusiastic

Effective ways for learningEffective ways for learning

PerseverancePerseverance

Thanks for Your Attention.Thanks for Your Attention.