1. Two Foreign Language Learners: Two Foreign Language Learners: Nakajima Akira & Sato Keiji Group Members: 9631012 Carrie 9631031 Angel 9631047 Fiona 9631048 Tina 9631055 Neco 9631056 Doreen 9631057 Sherry

2. Different Motivations !! Focus on:

3. Definition of Successful Language Learners

4. Communicate Read Listen

5. Introduction

6. -Who Nakajima Akira : a associate professor in the department of Japanese Sato Keiji : a lecturer in the department of Japanese How they learn Chinese -Why Nakajima Akira : speak Chinese and he understands Chinese very well Sato Keiji : good at using Chinese to explain Japanese grammar in the class

7. Data Collection Methods E-mail Face to Face Record Questionnaire

8. Contents Background of interviewees- Doreen & Tina Learner condition- Doreen & Tina Learner characteristic- Doreen & Tina SLA theories- Neco, Sherry, Carrie, Fiona Conclusion- Angel Reflection- Angel

9. Background

10. Nakajima akira

11. Background- Nakajima Akira Educational background Meiji University, Department of Political Science and Economics ( 日本明治大學 ) Meiji University, Institute of Political Science and Economics( 日本明治大學 ) Teaching experience Chinese Culture University( 中國文化大學 ) National Kaohsiung First University of Science and Technology( 國立高雄第一科技大學 )

12. Sato keiji

13. Background- Sato Keiji Educational background Graduated from Tenri University ( 日本天理大學 ) Soochow University ( 台灣東吳大學 ) Teaching experience Chinese Culture University ( 中國文化大學 ) The Affiliated senior High School of National Kaohsiung Normal University ( 國立高雄師範大學附屬高級中學 ) National Kaohsiung First University of science and technology ( 國立高雄第一科技大學 ) Wenzao Ursuline College of Languages ( 文藻外語學院 )

14. Learning conditions Reason Learning process Learning method Difficulties & solutions

15. Learning conditions- Nakajima Reason Need to understand books which is written in Chinese. For writing graduation paper.

16. Learning conditions- Nakajima Learning process Went to cram school in Japan. Came to Taiwan. Went to National Taiwan Normal University Mandarin Training Center to learn Chinese.

17. Learning conditions- Nakajima Learning Methods Listening- Tapes & TV. Speaking- Talk to his wife & friends. (in Chinese) Speak what he learns from TV.

18. Learning conditions- Nakajima Learning Methods Reading- read newspaper & magazine Writing- write compositions be checked by friends

19. Difficulties & Solutions 1. Pronunciation Solutions- Be corrected by wife & friends. Practice. 2. Writing Solutions- Ask friends for help. Learning conditions- Nakajima

20. Learning conditions- Sato Reason Mr. Sato’s father has Taiwanese friends. Contacted with Taiwanese people. Aroused his interest. Majored in Chinese.

21. Learning process University- Majored in Chinese. Minored in Japanese instruction. Graduate school- Came to Taiwan. Majored in Japanese Language and Culture. Taught in cram & extension schools. Learning conditions- Sato

22. Learning methods Listening- Tapes, TV, videos and movies. Speaking- Communicated with Chinese students & his father’s friends. Joined a Chinese conversation club.

23. Learning methods Reading- Read whole article, not word by word. Read novels that teacher recommend. Read newspaper & magazines. Writing- Prepared dictionary & asked classmates. Learning conditions- Sato

24. Difficulties & Solutions 1. Pronounced Chinese sound Solutions- Joined a Chinese conversation club. Practice. 2. Chinese phrases & idioms Solutions- Asked people to say again & explain. Learning conditions- Sato

25. Difficulties & Solutions 3. Different characters Japan-simplified Chinese character. Solutions- Attended language class. Compared each characters. Learning conditions- Sato

26. Learner’s Characteristics Motivation Learning style

27. Learner’s Characteristics- Nakajima Motivation Intrinsic and instrumental learner. Language learning for practical goal. Talk to others actively.

28. Learning style Tends to be a FD learner. Likes to talk to others. Practice what he learned actively. Learner’s Characteristics- Nakajima

29. Learner’s Characteristics- Sato Motivation Intrinsic and integrative learner. Interested in learning Chinese. Sense of achievement.

30. Learning style Tends to be a FD learner. Likes to get along with people. Asked others for help. Feels happy to be corrected. Learner’s Characteristics- Sato

31. SLA Theories Neco, Sherry Carrie, Fiona

32. Interaction Hypothesis Nakajima- Neco Comprehensible output hypothesis

33. Interaction Hypothesis- Nakajima Sato keiji Nakajima akira

34. Who Taiwanese friend (native speaker) Where In Taiwan (native environment) How Focus on listening (concentrate on what his friend said) Interaction Hypothesis- Nakajima

36. Comprehensible output hypothesis

37. Interaction Hypothesis Sato- Sherry Comprehensible output hypothesis

38. Interaction Hypothesis- Sato Sato keiji Nakajima akira

39. Interaction Hypothesis- Sato Who Taiwanese students & father’s friend (In Japan) Everyone (In Taiwan) Where College (In Japan) Everywhere (In Taiwan) How Talk to native speakers actively

40. ＋ 12 34

41. Comprehensible output hypothesis 這個日文的文法餒 … Try to teach Japanese in Chinese Work harder to improve Find out language limited ability Make comprehensible output

42. Conclusion of Comprehensible output hypothesis & Interaction Hypothesis Similarity – interact with native speakers. Modification of speech Comprehensible input Language acquisition

43. Behaviorism Carrie & Fiona

45. NakajimaSato ImitationListen & applyListen & repeat PracticeRead & talkTalk ReinforcementFew CorrectionAchievement & Correction Habit formationReading in Chinese characters Regular sentence pattern Learners

46. Contrastive Analysis Hypothesis Similar Easy- Nakajima- Chinese characters & Taiwanese pronunciation Sato- Japanese words & Chinese characters 資料 – し りょう 資 料 時間 – 時 間（じ けん） 麵包 (pon) 打火機 (raida)

47. Different Hard- Nakajima- Speaking and listening are weak due to different sentence structure and pronunciation. Sato- Chinese Grammar is the hardest because of different word order. 何か飲みますか？（想喝什麼呢 ? ） 何か ( 什麼 ) 飲みます ( 喝 ) か ( 呢 ) 觀光局 →’ 光 ’ 光局 ( ㄍㄨㄢ → ㄍㄨㄤ ) 肚子餓 →’ 兔 ’ 子餓 ( ㄉㄨ → ㄊㄨ )

48. Conclusion Different motivations might influence the processes of learning language. Good interactions with native speakers

49. Reflection

50. Q & A

51. Nakajima Listen & apply Read & talk Few Correction Reading in Chinese characters

52. Nakajima Listen & apply Read & talk Few Correction Reading in Chinese characters

53. Nakajima Listen & apply Read & talk Few Correction Reading in Chinese characters

54. Nakajima Listen & apply Read & talk Few Correction Reading in Chinese characters

55. Sato Listen & repeat Talk Achievement & Correction Regular sentence pattern

56. Sato Listen & repeat Talk Achieveme nt & Correction Regular sentence pattern

57. Sato Listen & repeat Talk Achievement & Correction Regular sentence pattern

58. Sato Listen & repeat Talk Achievement & Correction Regular sentence pattern