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A successful Mandarin Learner: Anna 江芷羚 Stacy 9631309 趙珈妤 A rial 9631303 PowerPoint Presentation
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A successful Mandarin Learner: Anna 江芷羚 Stacy 9631309 趙珈妤 A rial 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

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slide1

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

slide3

Stacy: Who & Why

Data Collection

Learning Conditions

Characteristics

Learning Procedure

Arial: Motivation

Attitudes

Personalities

Learner Beliefs

Outline

outline
Outline

Victor: Strategies

Connectionism

Krashen’s Affective Filter

(Anna’s classmates)

Wicia: Difficulties

Interactionism

Interaction hypothesis

slide5

Outline

Whitney: The Positive& Negative Effects

of Using L1 to L2

Behaviorism

Yuko: Environment

Krashen’s Affective Filter (Anna

herself)

Tolerance of Ambiguity

slide6

Who & Why

Stacy 9631309

slide7

Name: Anna

  • Education Background:
    • University of Canberra, Australia
    • Monash University, Australia
  • Major: Psychology
  • Stayed in Taiwan for 1 year

Who

slide8

Why we choose her?

  • Arial’s friend
  • The efficient ways of learning
  • Mandarin
  • Interested in languages
  • Heritage
slide9

Data Collection Methods

  • Face to face interview
  • E-mail interview
  • Picture-taking
  • Recording
slide10

Learning Conditions

  • University of Canberra, Australia
  • (six months)
  • National Cheng Kung University, Taiwan
  • (one year)
slide11

Characteristics

  • Open-minded
  • Extroverted
  • Easygoing
  • Optimistic
slide12

Learning Procedure

  • At the beginning
  • After six moths to one year
  • Now
slide13

At the beginning

  • The instruction she received
  • (visualized instruction)
  • Emphasis
  • (more on speaking and listening)
  • Never give up
  • (personalities and motivation)
slide14

After six months to one year

  • The pace of progressing
  • Changes of learning styles or
  • attitude
slide15

Now

  • The part she needs to improve
  • more (speaking and conversation)
  • use native-like words deeper
  • phrases
slide17

Motivation

  • Interested in languages
  • Studied Japanese before
  • Heritage (Mother is Chinese)
slide19

Attitude

  • Positive
  • Not afraid to make mistakes
  • Willing to communicate with others
slide20

Personality

  • Extroverted
  • Risk-taking
slide21

Learner Beliefs

  • Meet a group of friends
  • Reading
strategy

Strategy

Victor 9631307

learning strategy
Learning Strategy
  • Read articles (i+1)
  • Go to class (activity)
  • Conversation (practice in a mock situation)
  • Be in that environment
memorizing strategy
Memorizing strategy
  • Making a little story to memorize characters
  • Using contexts to remember the meanings
  • Repetition (pronunciation)
how to keep motivated
How to keep motivated
  • Remember why you learn the language
  • Imagine you can speak the language fluently
connectionism
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
Interaction hypothesis
  • Modification is needed.
  • Conversational adjustments can aid comprehension in the L2.
the affective filter hypothesis
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

Difficulties

Wicia 9631333

difficulties1

ㄔ ㄘ ㄖ…

Difficulties

Q: What sounds in Mandarin do you have

difficulties with?

A: Sound: phonetic alphabet

Ex: 吃魚→She can’t speak correctly. (CPH)

Her own tip:

speak quickly and sound can be better

four tones →水餃 睡覺

questions
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

questions1
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
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
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
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
l1 english vs l2 chinese
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

Behaviorism

Whitney 9631335

behaviorism1
Behaviorism
  • Imitation
  • Practice
  • Reinforcement
  • Habit Formation
behaviorism2
Behaviorism
  • Imitation

1. Listening

2. Reading

3. Speaking

4. Writing

listening
Listening
  • Contexts in the textbook
  • Classroom Chinese
listening1
Listening
  • Classroom Chinese

- 打開 + N. (打開書本)

- 這是什麼?

listening2
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
listening3
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
Reading
  • The articles in the textbook
  • The book of her kindergarten student
  • The QA lists and possible answers
writing
Writing
  • Write each Chinese character at least 30 times per day.
  • The strokes of each character
speaking
Speaking
  • Practice the frequently asking questions.
speaking1
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

speaking2
Speaking
  • Practice the frequently asking questions.
  • KTV
practice
Practice
  • School (NCKU)
  • Cram school (the place where she works at)
  • Traditional Market
  • Anywhere when she gets a chance
  • Chinese Proficiency Tests
reinforcement positive negative feedback
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
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

Environment

Yuko 9631381

mandarin class
Mandarin Class
  • Differences
    • In Australia
    • In Taiwan
mandarin ability
Mandarin Ability
  • Improvement
    • Listening
    • Speaking
    • Reading
    • Writing
analysis
Analysis
  • Krashen’s affective filter hypothesis
  • Tolerance of ambiguity
suggestion
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