A Comparative Case Study of Two Successful Foreign Language Learners Group Member: Nini Jean Nelson Rainy Emily Emma Nig

Outline Interviewees Introduction Why we choose them? Data Collection Methods Personal Analysis Hypothesis in use - BehaviorismBehaviorism - InnatismInnatism - InteractionismInteractionism Definition of Successful Language Learner

Interviewees Introduction John Van Goch 任書欣 Suzanne Jen

John

Personal introduction Born in Holland in 1957, 53 years old Get Married, has 3 children. Now works as Southern Chief Executive Educational officer of Ivy League English program. Language ability: Dutch, English, German, French, & Chinese.

John Educational (life) Background  Age 11  Started learning French  Age 12  Started Learning German and English  Age 20 to 24  Work at a microbiology lab at university  Age 24  Left Holland  Age 27  Traveled in China (for two months) came to Taipei, Taiwan and started teaching English with Peter Lai. ( 賴世雄 )  32 years old until now  Working as a English teacher and is now running his own cram school.

John Learning conditions English Why- He has interest in English, and the environment where he lived gave him the chance to learn and practice. When- Formally learned from 11 to 20 years old. Where- In Holland, in his junior and high school. German Why- Historically Holland and Germany have been very close, and the languages are also similar. When- Formally learned from 13 to 14 in his junior high. Where- in his junior high school In Holland. French Why- Because he has interest in French. When- Formally learned from 11 to 14 years old. Where- In Holland, in his junior high school.

Suzanne

Personal introduction Born in Taiwan in 1984, 25 years old. Single Certifications: TOEFL CBT 290 in 2005 (21) French DELF C2 in 2006 (22) German Test DAF B2 in 2007 (23) Now graduated from National Taiwan University, being the leading actress of a theater, teaching English as a tutor. Language ability: English, French, German, Spanish, Cantonese.

Suzanne Educational (life) Background  Before age 5  Lived in Changhua  After age 5  Moved to Manchester for one year for her father’s Ph.D. She formally learned English in the first year of primary school.  age 6  Came back to Taiwan and attended the elementary school in Taipei.  age 10  Started to read easy English novels. Gradually, turned to other languages.  age 12  Started to learn French with 3 other friends from a tutor.  age 16  Went to Lillie in France as an exchange student for 10 months.  age 19  Graduated from Taipei First Girls' High School Attended National Taiwan University  age 23  Went to Heidelberg in Germany as an exchange student for 10 months.  age 24  Graduated from National Taiwan University, Foreign Languages and Literature department.

Suzanne Learning conditions English  Why- Went to England for her father’s Ph.D  When- 5 years old  Where- In a primary school in Manchester French  Why- Greatly inspired by a French movie.  When- First at 12 years old. Later learned efficiently in France at 16.  Where- In Taiwan and Lillie. German  Why- Travel in Germany when she was a exchange student in France, felt that Germany is beautiful. (optional language course in NTU).  When- At age 20. Later learned in Heidelberg at 23.  Where- In NTU and in Heidelberg. Spanish  Why- This is one of the most spoken language. (optional language course in NTU).  When- At age 20.  Where- In NTU for four semesters.

John As a Dutch, he still can speaks fluent English, and use this ability to run his own cram school business! Suzanne She’s extraordinary due to her outstanding academic performance, which allows her to attend Foreign Language and Literature department in NTU with the highest score. Why we choose them?

Data Collection Methods Face-to-face Interview Internet interview (via Skype) Questionnaires correspondence

Personal Analysis

Intelligence & Aptitude JohnSuzanne Intelligence (high) Musical & intrapersonal Musical & verbal- linguistic Intelligence (low) Logical- mathematical aptitudeMusical

Learning stylelearner John Visual auditory haptic Memorize vocabulary by writing them many times Watching movies and listening to English music Communicate with foreigners FD See things in the whole side Suzanne Visual auditory haptic Listening to English music Watching Disney cartoons with Chinese subtitle and English pronunciation FD Seek assistance from other Learning style

Personality JohnSuzanne Extroversion Risk-taking No anxiety Self-esteem

Motivation and attitudes John--- Motivation  a. Environment b. Eager to learn languages. c. Inspired by his teachers d. Good feeling on learning language Attitude  a. Positive and active b. Confident in learning language

Motivation and attitudes Suzanne--- Motivation  English French German Spanish Attitude  a. Perseverant b. Never give up getting to the bottom of an affair

Learner beliefs John ABSOLUTELY YES! Suzanne YES, but only happened once.

Difficulties John--- Cultural usages Memorizing Vocabulary Suzanne--- English-Reading Listening French- Writing German- Grammar

Hypothesis in use Behaviorism Interactionism Innatism

Behaviorism “environment is important”

1) Imitate  positive reinforcement John: In Holland: Imitate through public media and from people he met. In Taiwan: Kept memorizing Chinese characters and its phonics through writing, listening and reading with his tutor and his wife. Suzanne: In Manchester: Receiving linguistic reinforcement everyday in British primary school. In Taiwan: Listen very carefully. In France: Check out what she “heard” in dictionary and reproduce it.

2) Practice  the consistency of reinforcement John: English, German, French- Talk to foreigners: “Let’s stop talking in Dutch!” Chinese (Mandarin) – Tried to read the words he saw on newspaper, and street signboard. Suzanne: English- talk to her foreign friends. French, German- Using what she “learned” to communicate with her host family members and classmates.

3) Habit  quality and quantity John & Suzanne Listening to music, watching TV, reading novels, talking with foreigners.  led to measurable improvements on listening, speaking, reading, and writing.

Contrastive Analysis Hypothesis (CAH) SL vs TL- similar - easier to learn. SL vs TL- different - harder to learn. John (Support) Dutch VS English = similar – easier to learn Dutch VS French = similar Dutch VS German = similar Dutch VS Chinese = different – has difficulty Suzanne (Against) Chinese VS English = different – no difficulty Chinese VS French = different – no difficulty

Errors In learning Second Languages Transfer of habits from L1 John & Suzanne- No problem  learn L2 quite early and naturally. Influenced by other languages John- No problem. Suzanne - Happened in her L2&L3 ex: English- wanted to say “you’re right” but said “you have reason” ( French: Tu as raison)  Confused her at the beginning when she just get to know how to speak French.

Innatism

The Critical Period Hypothesis (Within puberty period) 1. John --pros Encountered English (L2) in early childhood Learned English at 12 →learned L2 in critical period→learned it well Learned Chinese at 27 →learned Chinese beyond critical period →cannot learn it as well as L2

The Critical Period Hypothesis (Within puberty period) 2. Suzanne English--pros Attended classes in primary school in England at 5 learned English in early childhood→Strong foundation→learned it well French--cons Being an exchange student in Frence at 16 →learned French beyond critical period →with motivation →still learned it well

Second language applications: Krashen’s “monitor model” I. Acquisition-learning hypothesis John “Acquire” English(L2) instead of “learn” it (subconsciously) Learned Mandarin(L3) consciously Suzanne “Acquired” English (L2) subconsciously. Learn naturally. “Learned” German (L4) and Spanish (L5) under a conscious process

Second language applications: Krashen’s “monitor model” II. Monitor hypothesis John Making minor changes through traveling and meeting different people Suzanne Making minor changes by herself Being corrected, but rarely, by friends

III.Natural order hypothesis John learning order in Dutch(L1): listening, speaking, reading and writing learning order in English(L2): the same as Dutch Suzanne learning order Chinese: listening, speaking, reading and writing learning order of English: the same as Chinese Second language applications: Krashen’s “monitor model”

IV. Input hypothesis 1. John 2. Suzanne Disney cartoons, movies Read easy English novels and novels for children Look up new words Second language applications: Krashen’s “monitor model” Improve PartsEnglishChinese ListeningListening to songs Watched TV programs and focus on the spoken language SpeakingSpeaking to foreignersSpeaking with his family ReadingEnglish novels, moviesSigns on street or posters WritingXKeep writing Phrases OthersTraveling

Second language applications: Krashen’s “monitor model” V. Affective filter hypothesis John Frustrated by difficulties →Suspend learning →with strong motivation Taught by his wife →easily become slack →went to cram school Suzanne learned French at 12 → felt bored →didn’t learn French well went to France at 16 →strong motivation → speaks fluently

Interactionism ‘Learning from interactions’

Interactionism  John- Language- English Interact with strong motivation Interacting Subjects- 1. Sister’s friends 2. International exchanges students 3. Foreign friends Results 1. A sense of achievement 2. Learn a lot from foreign friends  Suzanne- Language- English Interacting subjects- English 1. Exchanged students in France 2. Friends who came from all over the world a. the year in France b. the month in Manchester c. ten months in German Results 1. Speak more fluently/ hesitate less 2. Cultural experiences

ZPD- Zone of proximal development  John- Language: English Interlocutor: 15-The English teacher at school Now- limited Language: Chinese  Interlocutor: His wife- Charlie Failed to be John’s Chinese teacher  ‘One day Chinese one day Dutch’ plan A very successful helper when he learns Chinese  Homework and story books  Suzanne- Language: English  Interlocutor: College teacher- Karen Cheung Tim Kasey Language: French  Interlocutor: Host family- Michel and Edwidge They were very willing to correct her grammatical errors X Classmates

The Comprehensible output Hypothesis -learners must produce  John- Language: English  Interlocutor: English friends interact with them actively.  Suzanne- Language: English  Interlocutor: English friends interact with them actively. Language: Chinese  Interlocutor: A Chinese tutor She doesn’t speak any English. Language: French  Interlocutor: Her host family in France They didn’t speak any English.

 John- Language: English  Interlocutor: An Irish friend who John lived with for one year. Would start using his friend’s terms and expressions Ex. I’m knackered/buggered.  Suzanne- Language: English  Interlocutor: American friends & British friends Noticed the colloquial expressions during communications Ex. barf/ airhead/ honcho The noticing hypothesis -learn things by noticing

Definition of Successful Second Language Learner Our definition: A successful language learner should attain a certain high level of proficiency in listening, speaking, reading, and writing. A successful language learner should : be able to use the language to communicate with others, and use it to achieve something. be able to speak with accurate pronunciation and fluency; and being able to write properly.

The End~

Q & A Time