A Successful Mandarin Learner Agnès Roussel

Group Members 林欣怡 Kim Lin 趙韻嘉 Jessica Chao 黃美芳 May Huang 李佳璇 Winnie Lee 洪慧真 Kelly Hung

Agn è s

Introduction 1. Who and why 2. Data collection 3. Learner’s background 4. Analysis -- learner’s learning condition -- learner’s characteristic 5. Discussion 6. Suggestion & conclusion 7. Q & A

Introduction  Who  Why

Data Collection Methods  Face to face interview  Telephone interview  interview  Picture-taking  Recording

Learner’s Background Clermont-Ferrand, the center of the France. National College of Music and Dance in Avray. Major » Clarinet She also obtained the qualification of French Teaching 2years.

Analysis

Learner’s learning conditions Corrective feedback of pronunciation, intonation, and word choice Ample time Modified input

Learner’s Characteristics Knowledge of another language Cognitive maturity Metalinguistic awareness Knowledge of the world No nervousness about speaking

Personalities Intelligence Aptitude Motivation Attitude

Age of Acquisition Accent Writing/Reading/Listening

Discussion

Behaviorism  Imitation Listen to the  Radio  Tape  TV program -  Imitate the sounds or the sentences she had heard  Pronunciation benefit a lot

Behaviorism Practice Listening & speaking everyday Listen to the radio or tape and speak out loud Practice writing Chinese words

Behaviorism Reinforcement Lots of praises  encourage her to learn

Behaviorism Reinforcement Lack of correction on intonation, pronunciation, word-choosing  never know what’s wrong with her sentences.

Behaviorism Habit formation Early stage  Watch TV news an hour everyday  Train her listening ability

Behaviorism Making “flash-card”  Help her memorize the new vocabularies easily.

Innatism Universal Grammar Agnès knows nothing about Chinese. Create new forms by herself. UG helps her discover the structure of the language There are some different language structures between Chinese and French.

Innatism  The word order  Mandarin- “ 我愛你 ” (S+V+O)  French- “ 我你愛 ” (S+O+V)  Direct object  Mandarin- nouns or pronouns come after the verb (“The dog eats it, the dog eats the cookie”)  French- pronouns precede the verb (“Le chien le mange”- literally, “the dog it eats”)

Innatism French and Mandarin still have the similarities only if you know how to change the language structure properly

Critical Period Hypothesis After the puberty, Agnès still can learn the target language pretty well, except for  pronunciation  intonation The younger you are, the easier it is to learn another language.

Krashen’s “Monitor Model” The monitor hypothesis  Communication: focus on fluently mistakes are acceptable  Writing: more time to think less mistakes

Krashen’s “Monitor Model” The Natural Order Hypothesis  In school: step by step simple sentences basic grammar structure dialogue  Acquired from the environment numbers prices

Krashen’s “Monitor Model” The Input Hypothesis  In school: comprehensible input  The environment simple words slow down the speed

Krashen’s “Monitor Model” The Affective Filter hypothesis Doesn’t like the way the teacher teach  Doesn’t want to go to school  Changes to another school

Interactionism Exposed to the native environment Have chance to interact with native speaker Native speaker will slow down the speech to make it more comprehensible  improve her speaking ability

Learning Strategies Advance Organizers Self-Management Self-Monitoring Repetition Grouping

Learning Strategies Note Taking Imagery Auditory Representation Contextualization Question for Clarification

Communication Strategies Topic avoidance Nonlinguistic signals Appeal for help Stalling or time-gaining strategies

Suggestions Preview and review the lesson before and after the class. Making “Flash-cards” to help you memorize the vocabulary. Learners can cultivate their interest while learning a foreign language. Such as watching movies or listening to music.

Suggestions Speak out loud to practice your speaking ability. Be positive and do not afraid of making mistakes or asking questions.

Conclusion Characteristics of a successful language learner are patience, deligence and motivation

Conclusion By this case study, it helps us to know what personalities a successful language learner has, and what methods a successful language learner uses. For our further language learning, Agnès’s language learning processes and experiences can be a good example for everyone to follow.

Thank you for your attention.