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

1. 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

3. Stacy: Who & Why Data Collection Learning Conditions Characteristics Learning Procedure Arial: Motivation Attitudes Personalities Learner Beliefs Outline

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

5. Outline Whitney: The Positive& Negative Effects of Using L1 to L2 Behaviorism Yuko: Environment Krashen’s Affective Filter (Anna herself) Tolerance of Ambiguity

6. Who & Why Stacy 9631309

7. Name: Anna • Education Background: • University of Canberra, Australia • Monash University, Australia • Major: Psychology • Stayed in Taiwan for 1 year Who

8. Why we choose her? • Arial’s friend • The efficient ways of learning • Mandarin • Interested in languages • Heritage

9. Data Collection Methods • Face to face interview • E-mail interview • Picture-taking • Recording

10. Learning Conditions • University of Canberra, Australia • (six months) • National Cheng Kung University, Taiwan • (one year)

11. Characteristics • Open-minded • Extroverted • Easygoing • Optimistic

12. Learning Procedure • At the beginning • After six moths to one year • Now

13. At the beginning • The instruction she received • (visualized instruction) • Emphasis • (more on speaking and listening) • Never give up • (personalities and motivation)

14. After six months to one year • The pace of progressing • Changes of learning styles or • attitude

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

16. Why does Anna want to learn Mandarin? Arial 9631303

17. Motivation • Interested in languages • Studied Japanese before • Heritage (Mother is Chinese)

18. Anna’s attitude towards language learning is…

19. Attitude • Positive • Not afraid to make mistakes • Willing to communicate with others

20. Personality • Extroverted • Risk-taking

21. Learner Beliefs • Meet a group of friends • Reading

22. Strategy Victor 9631307

23. Learning Strategy • Read articles (i+1) • Go to class (activity) • Conversation (practice in a mock situation) • Be in that environment

24. Memorizing strategy • Making a little story to memorize characters • Using contexts to remember the meanings • Repetition (pronunciation)

25. How to keep motivated • Remember why you learn the language • Imagine you can speak the language fluently

26. 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)

27. Interaction hypothesis • Modification is needed. • Conversational adjustments can aid comprehension in the L2.

28. 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.

29. Difficulties Wicia 9631333

30. 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

31. 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

32. 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.

33. 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

34. 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.

35. 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

36. The similarities and differences between the L1 and the L2 Whitney 9631335

37. 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)

38. Behaviorism Whitney 9631335

39. Behaviorism • Imitation • Practice • Reinforcement • Habit Formation

40. Behaviorism • Imitation 1. Listening 2. Reading 3. Speaking 4. Writing

41. Listening • Contexts in the textbook • Classroom Chinese

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

43. 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

44. 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

45. Reading • The articles in the textbook • The book of her kindergarten student • The QA lists and possible answers

46. Writing • Write each Chinese character at least 30 times per day. • The strokes of each character

47. Speaking • Practice the frequently asking questions.

48. 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

49. Speaking • Practice the frequently asking questions. • KTV

50. Practice • School (NCKU) • Cram school (the place where she works at) • Traditional Market • Anywhere when she gets a chance • Chinese Proficiency Tests