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A Successful Mandarin Learner: John Edward Konizeski. Group Members 9431330 Julie 施彥伶 9431344 Stella 余純菁 9431352 Sylvia 朱淑蓉 9431354 Dolphin 林君惠 9431376 Harrison 劉俊偉. Introduction. Who Why. Data Collection Methods. Face-to-face Interviews Email Interviews Questionnaires
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Group Members9431330 Julie 施彥伶9431344 Stella 余純菁9431352 Sylvia 朱淑蓉9431354 Dolphin 林君惠9431376 Harrison 劉俊偉
Introduction Who Why
Data Collection Methods • Face-to-face Interviews • Email Interviews • Questionnaires • Taking Pictures • Recording
Learner’s Background • John Edward Konizeski from Maryland, the United States • Majored in Philosophy in St. Mary’s College of Maryland • Motivation
Learner’s Background • Fudan University in Shanghai, Mainland China • Wenzao Ursuline College of Languages
Strengths and Weaknesses • Strengths 1. Strong Listening Comprehension 2. Reading Ability • Weaknesses 1. Intonation 2. Writing
Learning Process • The Natural Order • Romanization • Chinese Phonetic Symbols
Learning Process • Not Focusing on Chinese Grammar • Not Being Afraid of Speaking and Making Mistakes
Aptitude • He had ability to understand the function of particular words in sentences. • He had ability to figure out grammatical rules from language samples. • He had memory for new words.
Personality • Extroversion: He is a moderately extroverted person. • Inhibition: He often observes others’ conversation instead of talking with people actively.
Motivation & Attitude John Edward has higher integrative motivation and lower tendency of instrumental motivation
Learner Preference • John is a field-dependant learner. • He has high tolerance of ambiguity.
Age of Acquisition • John began learning Chinese when he was in college.
Behaviorism • Imitation - Listening & Speaking: Listen to the tapes and imitate the pronunciation.
Behaviorism • Practice - Sentences Making & Substitution Drills Learning sentence patterns, and then making sentences
Behaviorism • Practice - Word Writing Practicing writing Chinese characters
Behaviorism • Habit Formation - Beginning Kept reading materials he liked, such as “三毛”
Behaviorism • Habit Formation - Recently Studying in “論語學孔子” (Confucius) & “文字學”(Mandarin Etymology)
Innatism • Learning Order • Listening, Speaking, Reading • and Writing at the Same Time.
Innatism • The Input Hypothesis He learns the Analects of Confucius, and Etymology in Wenzao school now.
Interactionism • John didn’t speak Mandarin when he went back to America. • John speaks Mandarin only when he needs to respond.
Interactionism • He seldom finds advanced learners to practice his speaking ability. • However, he can speak Mandarin very well.
CommunicationStrategies • Nonlinguistic Signals • Circumlocution • Appeal for Help
SimilaritiesandDifferences • Both languages use the subject- verb-object word order. • The way of thinking and the different tones.
CAH • He learned Mandarin with ease. • Mandarin is similar to English for him.
Conclusion Environment and Motivation Are Important.
Suggestions • Watching TV Programs • Reading Comic Books • Joining Volunteer Work • Culture
