Linda Megan Fanny Phoebe Lauren Ruby

Introduction Who? Prof. May Tang Title: Lecturer, Department of English National Koahsiung First University of Science and Technology Educational Background: M.A. in translation and interpretation Catholic Fu-Jen University

Introduction Why? She is one of the professors in our department, so it will be convenient for us to collect data and doing interview with her. We want to know if her religion is one of her motivation of learning English.

Data collection method Face-to-face interview Interview ’ s Recording

Learning conditions In junior high school Started learning English Began from learning phonetic alphabets Had grammar course separated from English course Every teacher in her school was harsh

Learning conditions In high school Started doing extracurricular reading Most teachers in school lectured in English Practiced speaking English with classmates after school Kept journals and had pen pals.

Learning conditions In university Majored in English Started reading a large number of books All teachers lectured in English Listened to recordings Became interested in translation

Learner’s characteristics Age of acquisition Personality Motivation

Age of acquisition Prof. May Tang Started learning English at age 11

Personality Extroversion Risk-taking

Motivation Successful learning Positive attitude  Instrumental : Immediate or practical goal  Integrative : Personal growth and culture enrichment Positive Cycle

Behaviorism: Imitation Practice Reinforcement Habit Formation

Imitation  Repeat what her teacher said.  Imitated the accent of Mrs. Soong Mei-Ling by listening to the recording of her speech.  Listened to English teaching radio program.

Practice  Speaking- Had English conversation with classmate after classes.  Reading- Read the articles her teacher gave her.  Writing- Practiced to write articles for publication.

Reinforcement Negative feedback: Punishment Positive feedback: Praise

Habit Formation Read English novels. Try to restate the News she had read or heard.

Innatism LAD Universal Grammar (UG) → Ex. Grammar tests

Innatism: Krashen’s “monitor model”  Acquisition-learning hypothesis  Monitor hypothesis  Natural order hypothesis  Input hypothesis  Affective filter hypothesis

Krashen’s “monitor model”: Monitor Hypothesis The acquired system – initates a speaker’s utterances and responsible for spontaneous language use The learned system – like an editor or monitor, making minor changes and polishing what the acquired system has produced → Ex. Speaking

Krashen’s “monitor model”: Input Hypothesis Acquisition occurs when a learner exposed to a level which is beyond a learner’s current level i+1 Ex. Learned phonetic symbols

Krashen’s “monitor model”: Affective Filter Hypothesis Affect – feelings, motives, needs, attitudes, emotional states Affective filter – an metaphorical barrier that prevents learners from acquiring language from the available input → Ex. Boring classes

The cognitivist/developmental perspective Information processing Connectionism Comprehensible Output Hypothesis

Information processing Pay Attention: Learners have to pay attention to at first to the language that they are to trying to understand or produce. Skill Learning: Start with Declarative Knowledge become Procedural Knowledge Restructuring: Changes in language behaviors

Connectionism The frequency with which learners encounter specific linguistic features in the input and the frequency with which features occur together. She prefers to associate words with contexts, such as movie.

Interactionism Who- classmates When- after school They practice English like chatting

The environment Senior high (Traditional) - lecture in English University - lecture in English

Comprehensible Output Hypothesis The importance of environment. Interaction with others. Producing language.

Suggestions Learning a second language can not be interrupted. Try your best to memorize some good proverbs from books or movies. Practice makes perfect.

Conclusion Time Patience Diligence