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This study explores the experiences of John Edward Konizeski, a passionate Mandarin learner from Maryland. Through face-to-face interviews and questionnaires, we analyze his motivations, strengths, and weaknesses in language acquisition. John exhibits strong listening comprehension and reading abilities, yet struggles with intonation and writing. His learning methods include imitation, practice, and the use of engaging materials. The findings highlight the importance of a supportive environment and integrative motivation in mastering Mandarin, offering valuable insights for learners and educators alike.
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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
