1. A Success Foreign Language Learner —Stephanie Weng Erica Cheng 鄭雅苓 9431326 Lisa Liu 劉書宇 9431332 Janice Shiao 蕭涵茹 9431346 Annie Chen 陳慧紋 9431358 Emma Chen 陳怡伶 9431374

2. Introduction

3. Why

4. Stephanie is Who is Stephanie?!

5. Analysis

6. Learner Characteristic

7. Age of Acquisition –Stephanie started to learn English at the age of 11. Personality –Self-confident –Risk-taking –Extroverted Intelligence –Musical/Rhythmic Intelligence Motivation –Elementary School---Intrinsic/Integrative –Junior High School---Extrinsic/Integrative –Wenzao College---Intrinsic/Instrumental –Present---Intrinsic/Instrumental

8. Learning Styles

9. Perceptual learning style –Tactile/Kinesthetic Cognitive learning style –Active/Sensing/Visual/Sequential

10. Learning Condition

11. Cram school –Playing games Junior high school –Being asked to memorize the vocabulary, grammar rule, phrasal verbs, etc. –Took exams everyday –Still went to cram school –Her cram school teacher was from Malaysia and had studied in U.K. –Explained the English rules Wenzao Ursuline College of Languages –Whole English environment –A lot of papers, presentations –Role-plays –Group works Wenzao two-year college –Leader of U45 –Attend international student elite program - the head of secretariat –Organize international students leaders symposium –Work in European parliament visiting

12. Learning Goals

13. Junior High School –CALP Wenzao College –BICS Present –CALP/BICS

14. Discussion

15. Behaviorism

16. Behaviorism is a psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits. When learners imitate and repeat the language they heard in their surrounding environment and are positively reinforced by doing so, habit formation occurs.

17. Imitation –She listened and imitated to the sounds of English songs and movies. Practice –She kept practicing by way of not only speaking but listening, reading, and writing the vocabulary repeatedly to memorize it.

18. Reinforcement –Joining an English chatting room where she can be given good or bad feedback from friends to improve English learning. Habit formation –Seizing any chance and forming a habit to learn English constantly from role playing, group-work doing or research papers writing.

19. CAH (contrastive analysis hypothesis): –Contrast the system of the first language with the system of the second language.

20. Good –Chinese was so difficult that as long as we learned English, we would discover English was easier to learn comparing with Chinese. Bad –Chinese had difficult “shape” of characters which pronounced differently and respectively. The system of Chinese would heedlessly make some pronunciation mistake like we called “Chinglish”. FL had Influenced SL Good & Bad Effects

21. Innatism

22. Krashen’s “Monitor Model” Acquisition ― Learning Hypothesis The Monitor Hypothesis The Affective Filter hypothesis

23. Information Processing Attention― Processing (Noticing) Restructuring ― Multiple Intelligences

24. Interactionism

25. Social Function ZPD Modified Input

26. Conclusion