1. A Case Study of a Successful Foreign Language Learner: Chia-Hao Hsu 9431302 Joanna 林雨蓉 9431318 Shu-Hsien 杜書嫺 9431320 Eunice 何蕙汶 9431322 Nancy 廖秋玉 9431338 Jessie 張惠茹 9431380 Andre 朱宥銘

3. Introduction  Chia-Hao Hsu  Born in Taichung  Started to learn English at 13 years old  His major is Political Science  Got 270 points in TOFEL test  Now he teaches Chinese to foreigners

4. Data Collection Methods  E-mail  Face-to-Face interview  Questionnaires  Interview record

5. Intelligence Verbal/Linguistic Intelligence  English, social studies, and history are not difficult for him.  He enjoys word games like scrabble, boggle and anagrams.  When he drives on the streets, he pays more attention to words on signs than to the scenery

6. Motivation Extrinsic (pursuing high scores) Intrinsic instrumentalintegrative

7. Attitude “No matter how good a person's English is, there would always be new words to learn.” there would always be new words to learn.”

8. Learner preferences   Reflective   Intuitive   Verbal   Global

9. Field Independent / Field Dependent Field Dependent

10. Age of acquisition   Chia-Hao began learning English when he was 13 years old.

11. Personality  Introverted: 1)Chia-hao tended to work alone first, and then discuss with peers. 2)introverted somehow influenced Chia-hao’s speaking ability.  Confidence: 1)the confidence was built up though good grades on English tests in high schools. 2)Chiahao never met any difficulty in learning English.

12. Learner ’ s Beliefs  Grammar memorization can’t help a person to skill in a second language.  Empathetic understanding is to read immensely and through extensive reading can help language learners to know the usages of words and sentence structure.

13. Learner ’ s Condition Formal Language Learning Setting In junior and senior high schools  Taiwanese traditional teaching method: grammar translation method + test-oriented classroom  few opportunities other than English tests to perform out his input.

14. Learner ’ s Condition Formal Language Learning Setting In the university:  Majored in Chinese Literature  Took all elective courses in English department. Therefore, Chia-hao received academic English trainings, such as writing  Had chances to practice listening and speaking ability.

15. Learner ’ s Condition Informal Language Learning Setting In the university and graduate school:  Informal language learning setting didn’t exist until Chia-Hao was senior in the university.  Having a foreign roommate. Chia-Hao’s foreign roommate helped him a lot in speaking and writing.  Chia-Hao got himself a part time job in the graduate school. His part time job is to teach foreigners Chinese grammars in English.

16. Behaviorism  Imitation and Practice - Listened to the tape and repeated after it. - Listened to the tape and repeated after it.  Reinforcement - Was praised by his teacher - Was praised by his teacher  Habit Formation

17. Innatism  Competence = Performance? -“He can eats.” -“He can eats.” -“She didn’t had” -“She didn’t had”

18. Krachen ’ s “ monitor model ”  The acquisition-learning hypothesis -“He can eats.” -“He can eats.” -“She didn’t had.” -“She didn’t had.”  The monitor hypothesis - grammar checking in his mind - grammar checking in his mind

19. Krachen ’ s “ monitor model ”  The natural order hypothesis 1 copula (“My name is Amy.” “This is a book.”) 1 copula (“My name is Amy.” “This is a book.”) 2 plural (These are pencils.) 2 plural (These are pencils.) 3 article (This is a book. The book is good.) 3 article (This is a book. The book is good.) 4 possessive (“This is father’s newspapers” These are sister’s pens.) 4 possessive (“This is father’s newspapers” These are sister’s pens.) 5 present progressive (Mother is cooking in the kitchen) 5 present progressive (Mother is cooking in the kitchen) 6 third person singular (John works every day.), 6 third person singular (John works every day.), 7 auxiliary (Do you like dogs?), 7 auxiliary (Do you like dogs?), 8 regular past (Susan closed the door.), 8 regular past (Susan closed the door.), 9 irregular past forms (I went to the post office yesterday.) 9 irregular past forms (I went to the post office yesterday.)

20. Krachen ’ s “ monitor model ”  The input hypothesis -He agrees that i+l is good for each level ‘s learners. -He agrees that i+l is good for each level ‘s learners.  The affective filter hypothesis “More interaction can lower the affective filter.” “More interaction can lower the affective filter.”

21. Information processing -Attention processing (noticing) -Learning cannot turn into acquisition ?

22. Interactionism  Modified Interaction -Modified interaction promotes one’s language acquisition and development?  Vygotsky’s socialcultural theory  Zone of Proximal Development (ZPD)

23. Conclusion  Verbal/Linguistic Intelligence  Positive Attitude  Strong Confidence  Active to hold chances  Not afraid of making mistakes

24. Suggestion  Extensive Reading  Empathetic Understand  Use traditional dictionary