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

OutlineOutline

1) Introduction 2) Learner characteristics and learning

conditions3) Discussion–Behaviorism, Innatism, Interactionism, and Monitor model 4) Connectionism and Learning strategies5) Conclusion–Summary and Suggestions 6) Q & A

Introduction

Who

Why

Data collection methods

Who?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)

Why?Why?

1. He speaks Chinese very clear and fluent

2. German is so different from Chinese

3. Convenient

Data collection methodsData collection methods

1. face-to-face interviews

2. email interviews

3. questionnaires

AnalysisAnalysis

Learning Conditions 1Learning Conditions 1

Other languages he can speak

Age 10 --- English

Age 12 --- French

Age 14 --- Latin

Learning Conditions 2Learning Conditions 2

UniversityIn the 1st year --- Learn simplified Chinese

In the 2nd year --- Learn traditional Chinese and the literary language used in ancient China

reading, speaking, listening, writingCALP& BICS

Learning Conditions 3Learning Conditions 3

In China

practiced speaking & listening

communicated with native speakers in daily life

did not have classes in China, but learned Chinese in daily life

learned both CALP & BICS

Learning Condition 4Learning Condition 4

In Taiwan

practices speaking & listening & reading

communicates with native speakers in daily life but has changed the accent

Learning Condition 4Learning Condition 4

In Taiwan

reads newspaper and watches documentary films

listens to lectures

uses camera, recorder, internet and pen to record what he sees and hears

learns both CALP & BICS

Learner Characteristics 1Learner Characteristics 1

Age of acquisitionstarted to learn Chinese at 19

PersonalitiesHe is an introverted person, but has become

extroverted while learning in Taiwan and China.

Learner Characteristics 2Learner Characteristics 2

MotivationInitially integrative motivation

Attitude“No pain, no gain.”

Learner’s BeliefsLearner’s Beliefs

Never stop practicing and don’t be afraid to make mistakes.

He believes that his learning can be so successful because of practicing and being willing to make mistakes.

Behaviorism

BehaviorismBehaviorism

SR Theory : Stimulus Responses

Reinforcement

Theory of BehaviorismTheory of Behaviorism:

Imitation

Practice

Reinforcement

Habit Formation

PronunciationPronunciation

Place: “Standard pronunciation course” in Bochum University, GermanClassmate: 45 students / freshman Teacher: Form Beijing / Beijing accentMaterials: Simple words (Nouns)

PronunciationPronunciationAids: Flash Cards (with Chinese Pinyin and translation) Chinese Pinyin Chart

AnalysisAnalysis

Imitation: Students imitate Teacher’s

pronunciation during the class

Practice: Students repeat after the teacher

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.

AnalysisAnalysis

“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.”

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.

WritingWriting

Writing: order of the stork.

Place: Classroom in Bochum University,

German

Students: 45 students, freshman

Teacher: From Main Land China/ Simplified

Chinese Character

Material: Text book (passage + new words)

Workbook

＊＊ No more Chinese PinyinNo more Chinese Pinyin

WritingWriting

Aids: Radical Chart, story about the words

旦旦

AnalysisAnalysis

Imitation: Students imitate the order of the strokes form the teacherPractice: Students practice in workbook 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.”

Habit Formation: Simplified and traditional Chinese Characters

ProblemsProblems

Problem: Mr. Lee still has problems writing

difficult Chinese Characters

Reason: he usually uses Chinese Pinyin to type,

seldom uses handwriting.

InnatismInnatism

InnatismInnatism

LAD, UG, and CPH are the important terms related to the innatist position.

LAD-Language Acquisition Device UG-Universal Grammar CPH-Critical Period Hypothesis

InnatismInnatism

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

InnatismInnatism

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

InnatismInnatism Mr. Lee has been interested in languages duri

ng 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.

InteractionismInteractionism

Interactionism VS. InnatismInteractionism VS. Innatism

Basically agree with Innatists

Focus more on the environments and learner’s cognitive development

Can be analyzed into 3 parts

What are the three parts ?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 ?

Cognitive DevelopmentCognitive 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

EnvironmentEnvironment

Major in Chinese in Germany

Learning Chinese for 3 years

Get improved in Beijing

Piaget and VygotskyPiaget and Vygotsky

Social InteractionSocial Interaction

Using his Chinese teacher as an ‘interlocutor’ to practice conversation

Being in the environment, he must talk

Zone of Proximal Development

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 !!!

Mr. Lee’sMr. Lee’s Monitor Model Monitor ModelMonitor 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”

Mr. Lee’s Monitor ModelMr. 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

Mr. Lee’s Monitor ModelMr. 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

Mr. Lee’s Monitor ModelMr. 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

ConnectionismConnectionism

““艸艸””： means grass or any thing related to plant.

““忄忄””： means heart or any thing related to human body.

Learning StrategiesLearning Strategies

Re-readRe-read information informationTo read the context repeatedly.

Look for Look for familiar articlesfamiliar articlesTo find other articles.

Note-takingNote-takingTo maintained a separateseparate

section of his section of his notebook.

To To Use a MP3Use a MP3 to tape record classes. to tape record classes. By reviewing the MP3.

Prior experiences validate new information.Prior experiences validate new information.Prior experiences are a source of confidence for

him.

Learning StrategiesLearning Strategies

To To stimulate your intereststimulate your interest and excitementand excitement

about learning a foreign language.about learning a foreign language.To seek out opportunities to immerse yourself in

the foreign language and culture.

Person-to-person interaction.Person-to-person interaction. He asked or answered questions in

Chinese as possible as he could.

Learning StrategiesLearning Strategies

ConclusionConclusion

Summary & Suggestions

SummarySummary

• Imitation → practice → habit

• Start to learn early → better intonation

• Learning cognition → improve quickly

• Think firstly → Speak

SuggestionsSuggestions

1. Learning styles→methods2. Learning target→Strengthen motivations ◎Foundamental purpose→Want to learn3. Enhance ability→Practice speaking, listening,

reading, and writing4. Find a spouse in that area→More opportunities to

use the language5. In another country→Take handouts

At home→Join website’s group:Yahoo or Msn6. Use learned language→Think about problems

Thank you for your attention!