Two foreign language learners nakajima akira sato keiji
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Two Foreign Language Learners: Nakajima Akira & Sato Keiji. Group Members: 9631012 Carrie 9631031 Angel 9631047 Fiona 9631048 Tina 9631055 Neco 9631056 Doreen 9631057 Sherry. Focus on:. Different Motivations !!. Definition of Successful Language Learners. Read. Listen.

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Two Foreign Language Learners: Nakajima Akira & Sato Keiji

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Two Foreign Language Learners:Nakajima Akira & Sato Keiji

Group Members:

9631012 Carrie

9631031 Angel

9631047 Fiona

9631048 Tina

9631055 Neco

9631056 Doreen

9631057 Sherry


Focus on:

DifferentMotivations !!


Definition of Successful Language Learners


Read

Listen

Communicate


Introduction


-Who

  • Nakajima Akira : a associate professor in the department of Japanese

  • Sato Keiji: a lecturer in the department of Japanese

  • How they learn Chinese

  • -Why

  • Nakajima Akira : speak Chinese and he understands Chinese very well

  • Sato Keiji: good at using Chinese to explain Japanese grammar in the class


Data Collection Methods

Face to Face

Questionnaire

E-mail

Record


Contents

  • Background of interviewees-Doreen & Tina

  • Learner condition- Doreen&Tina

  • Learner characteristic- Doreen&Tina

  • SLA theories- Neco, Sherry, Carrie, Fiona

  • Conclusion- Angel

  • Reflection- Angel


Background


Nakajima akira


Background- Nakajima Akira

Educational background

  • Meiji University, Department of Political Science and Economics (日本明治大學)

  • Meiji University, Institute of Political Science and Economics(日本明治大學)

    Teaching experience

  • Chinese Culture University(中國文化大學)

  • National Kaohsiung First University of Science and Technology(國立高雄第一科技大學)


Sato keiji


Background- Sato Keiji

Educational background

  • Graduated from Tenri University (日本天理大學)

  • Soochow University (台灣東吳大學)

    Teaching experience

  • Chinese Culture University (中國文化大學)

  • The Affiliated senior High School of National Kaohsiung Normal University (國立高雄師範大學附屬高級中學)

  • National Kaohsiung First University of science and technology (國立高雄第一科技大學)

  • Wenzao Ursuline College of Languages (文藻外語學院)


Learning conditions

Reason

Learning process

Learning method

Difficulties & solutions


Learning conditions- Nakajima

Reason

  • Need to understand books which is written in Chinese.

  • For writing graduation paper.


Learning conditions- Nakajima

Learning process

  • Went to cram school in Japan.

  • Came to Taiwan.

  • Went to National Taiwan Normal University Mandarin Training Center to learn Chinese.


Learning conditions- Nakajima

Learning Methods

Listening-

  • Tapes & TV.

    Speaking-

  • Talk to his wife & friends. (in Chinese)

  • Speak what he learns from TV.


Learning conditions- Nakajima

Learning Methods

Reading-

  • read newspaper & magazine

    Writing-

  • write compositions

  • be checked by friends


Learning conditions- Nakajima

Difficulties & Solutions

1. Pronunciation

  • Solutions-

  • Be corrected by wife & friends.

  • Practice.

    2. Writing

  • Solutions-

  • Ask friends for help.


Learning conditions- Sato

Reason

  • Mr. Sato’s father has Taiwanese friends.

  • Contacted with Taiwanese people.

  • Aroused his interest.

  • Majored in Chinese.


Learning conditions- Sato

Learning process

University-

  • Majored in Chinese.

  • Minored in Japanese instruction.

    Graduate school-

  • Came to Taiwan.

  • Majored in Japanese Language and Culture.

  • Taught in cram & extension schools.


Learning conditions- Sato

Learning methods

Listening-

  • Tapes, TV, videos and movies.

    Speaking-

  • Communicated with Chinese students & his father’s friends.

  • Joined a Chinese conversation club.


Learning conditions- Sato

Learning methods

Reading-

  • Read whole article, not word by word.

  • Read novels that teacher recommend.

  • Read newspaper & magazines.

    Writing-

  • Prepared dictionary & asked classmates.


Learning conditions- Sato

Difficulties & Solutions

1. Pronounced Chinese sound

  • Solutions-

  • Joined a Chinese conversation club.

  • Practice.

    2. Chinese phrases & idioms

  • Solutions-

  • Asked people to say again & explain.


Learning conditions- Sato

Difficulties & Solutions

3. Different characters

  • Japan-simplified Chinese character.

  • Solutions-

  • Attended language class.

  • Compared each characters.


Learner’s Characteristics

Motivation

Learning style


Learner’s Characteristics- Nakajima

Motivation

  • Intrinsic and instrumental learner.

  • Language learning for practical goal.

  • Talk to others actively.


Learner’s Characteristics- Nakajima

Learning style

  • Tends to be a FD learner.

  • Likes to talk to others.

  • Practice what he learned actively.


Learner’s Characteristics- Sato

Motivation

  • Intrinsic and integrative learner.

  • Interested in learning Chinese.

  • Sense of achievement.


Learner’s Characteristics- Sato

Learning style

  • Tends to be a FD learner.

  • Likes to get along with people.

  • Asked others for help.

  • Feels happy to be corrected.


SLA Theories

Neco, Sherry

Carrie, Fiona


Interaction Hypothesis

Nakajima- Neco

Comprehensible output hypothesis


Interaction Hypothesis- Nakajima

Sato keiji

Nakajima akira


Interaction Hypothesis- Nakajima


Comprehensible output hypothesis


Interaction Hypothesis

Sato- Sherry

Comprehensible output hypothesis


Interaction Hypothesis- Sato

Nakajima akira

Sato keiji


Interaction Hypothesis- Sato


1

2

3

4


Comprehensible output hypothesis

Try to teach Japanese in Chinese

這個日文的文法餒…

Find out language limited ability

Work harder to improve

Make comprehensible output


Conclusion of Comprehensible output hypothesis & Interaction Hypothesis

  • Similarity– interact with native speakers.

Modification of speech

Comprehensible input

Language acquisition


Behaviorism

Carrie & Fiona


Learners


Contrastive Analysis Hypothesis

  • Similar Easy-

  • Nakajima-

    Chinese characters & Taiwanese pronunciation

  • Sato-

    Japanese words & Chinese characters

時間 – 時 間(じ けん)

麵包(pon) 打火機(raida)

資料 – しりょう

資 料


  • Different Hard-

  • Nakajima-

    Speaking and listening are weak due to different sentence structure and pronunciation.

  • Sato-

    Chinese Grammar is the hardest because of different word order.

觀光局→’光’光局(ㄍㄨㄢ→ㄍㄨㄤ)

肚子餓→’兔’子餓(ㄉㄨ→ㄊㄨ)

何か飲みますか?(想喝什麼呢?)

何か(什麼) 飲みます(喝) か (呢)


Conclusion

  • Different motivations might influence the processes of learning language.

  • Good interactions with native speakers


Reflection


Q & A


ㄅ、ㄆ、ㄇ、ㄈ、ㄏㄏㄏ...


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