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A Case Study: Mr. Libohan

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. Outline. 1) Introduction 2) Learner characteristics and learning conditions

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A Case Study: Mr. Libohan

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  1. 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

  2. Outline 1) Introduction 2) Learner characteristics and learning conditions 3) Discussion–Behaviorism, Innatism, Interactionism, and Monitor model 4) Connectionism and Learning strategies 5) Conclusion–Summary and Suggestions 6) Q & A

  3. Introduction • Who • Why • Data collection methods

  4. 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)

  5. Why? • He speaks Chinese very clear and fluent • German is so different from Chinese • Convenient

  6. Data collection methods 1. face-to-face interviews 2. email interviews 3. questionnaires

  7. Analysis

  8. Learning Conditions 1 u Other languages he can speak ü Age 10 --- English ü Age 12 --- French ü Age 14 --- Latin

  9. Learning Conditions 2 u University ü In the 1st year --- Learn simplified Chinese ü In the 2nd year --- Learn traditional Chinese and the literary language used in ancient China ü reading, speaking, listening, writing ü CALP& BICS

  10. Learning Conditions 3 u In China ü practiced speaking & listening ü communicated with native speakers in daily life ü did not have classes in China, but learned Chinese in daily life ü learned both CALP & BICS

  11. Learning Condition 4 u In Taiwan ü practices speaking & listening & reading ü communicates with native speakers in daily life but has changed the accent

  12. Learning Condition 4 u In Taiwan ü reads newspaper and watches documentary films ü listens to lectures ü uses camera, recorder, internet and pen to record what he sees and hears ülearns both CALP & BICS

  13. Learner Characteristics 1 u Age of acquisition ü started to learn Chinese at 19 u Personalities ü He is an introverted person, but has become extroverted while learning in Taiwan and China.

  14. Learner Characteristics 2 u Motivation ü Initially integrative motivation u Attitude ü “No pain, no gain.”

  15. Learner’s Beliefs u Never stop practicing and don’t be afraid to make mistakes. ü He believes that his learning can be so successful because of practicing and being willing to make mistakes.

  16. Behaviorism

  17. Behaviorism SR Theory : Stimulus Responses Reinforcement Theory of Behaviorism: n Imitation n Practice n Reinforcement n Habit Formation

  18. Pronunciation n Place: “Standard pronunciation course” in Bochum University, German n Classmate: 45 students / freshman n Teacher: Form Beijing / Beijing accent n Materials: Simple words (Nouns)

  19. Pronunciation n Aids: Flash Cards (with Chinese Pinyin and translation) Chinese Pinyin Chart

  20. Analysis n Imitation: Students imitate Teacher’s pronunciation during the class n Practice: Students repeat after the teacher n 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.

  21. Analysis • “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.” n 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.

  22. Writing n Writing: order of the stork. n Place: Classroom in Bochum University, German n Students: 45 students, freshman n Teacher: From Main Land China/ Simplified Chinese Character n Material: Text book (passage + new words) Workbook ＊No more Chinese Pinyin

  23. Writing n Aids: Radical Chart, story about the words 旦

  24. Analysis n Imitation: Students imitate the order of the strokes form the teacher n Practice: Students practice in workbook n 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.” n Habit Formation: Simplified and traditional Chinese Characters

  25. Problems n Problem: Mr. Lee still has problems writing difficult Chinese Characters n Reason: he usually uses Chinese Pinyin to type, seldom uses handwriting.

  26. Innatism

  27. Innatism • LAD, UG, and CPH are the important terms related to the innatist position. • LAD-Language Acquisition Device • UG-Universal Grammar • CPH-Critical Period Hypothesis

  28. Innatism • 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

  29. Innatism • 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

  30. Innatism • Mr. Lee has been interested in languages during 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.

  31. Interactionism

  32. Interactionism VS. Innatism • Basically agree with Innatists • Focus more on the environments and learner’s cognitive development • Can be analyzed into 3 parts

  33. 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 ?

  34. Cognitive 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

  35. Environment • Major in Chinese in Germany • Learning Chinese for 3 years • Get improved in Beijing

  36. Piaget and Vygotsky

  37. Social Interaction • Using his Chinese teacher as an ‘interlocutor’ to practice conversation • Being in the environment, he must talk • Zone of Proximal Development

  38. 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 !!!

  39. Mr. Lee’s Monitor Model • Monitor 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”

  40. Mr. 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

  41. Mr. 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

  42. Mr. 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

  43. Connectionism “艸”：means grass or any thing related to plant. “忄”：means heart or any thing related to human body.

  44. Learning Strategies • Re-read information • To read the context repeatedly. • Look for familiar articles • To find other articles. • Note-taking • To maintaineda separate • section of hisnotebook.

  45. Learning Strategies • To Use a MP3 to tape record classes. • By reviewing the MP3. • Prior experiences validate new information. • Prior experiences are a source of confidence for • him.

  46. Learning Strategies • Person-to-person interaction. He asked or answered questions in Chinese as possible as he could. • To stimulate your interestand excitement about learning a foreign language. • To seek out opportunities to immerse yourself in • the foreign language and culture.

  47. Conclusion Summary & Suggestions

  48. Summary • Imitation → practice → habit • Start to learn early → better intonation • Learning cognition → improve quickly • Think firstly → Speak

  49. Suggestions 1. Learning styles→methods 2. Learning target→Strengthen motivations ◎Foundamental purpose→Want to learn 3. Enhance ability→Practice speaking, listening, reading,and writing 4. Find a spouse in that area→More opportunities to use the language 5.In another country→Take handouts At home→Join website’s group:Yahoo or Msn 6. Use learned language→Think about problems

  50. Thank you for your attention!

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