1. A successful Mandarin Learner: Anna 江芷羚 Stacy 9631309 趙珈妤 Arial9631303 林尚宬 Victor 9631307 蔡宜芳 Wicia 9631333 鄒蕙筠 Whitney 9631335 謝毓涵 Yuko 9631381

3. Stacy: Who & Why Data Collection Learning Conditions Characteristics Learning Procedure Arial: Motivation Attitudes Personalities Learner Beliefs Outline

4. Victor: Strategies Connectionism Krashen ’ s Affective Filter (Anna ’ s classmates) Wicia: Difficulties Interactionism Interaction hypothesis

5. Whitney: The Positive& Negative Effects of Using L1 to L2 Behaviorism Yuko: Environment Krashen’s Affective Filter (Anna herself) Tolerance of Ambiguity Outline

6. Who & Why Stacy 9631309

7. Name: Anna Education Background: University of Canberra, Australia Monash University, Australia Major: Psychology Stayed in Taiwan for 1 year Who

8. Why we choose her? Arial’s friend The efficient ways of learning Mandarin Interested in languages Heritage

9. Data Collection Methods Face to face interview E-mail interview Picture-taking Recording

10. Learning Conditions University of Canberra, Australia (six months) National Cheng Kung University, Taiwan (one year)

11. Characteristics Open-minded Extroverted Easygoing Optimistic

12. Learning Procedure  At the beginning  After six moths to one year  Now

13. At the beginning - The instruction she received (visualized instruction) - Emphasis (more on speaking and listening) - Never give up (personalities and motivation)

14. After six months to one year - The pace of progressing - Changes of learning styles or attitude

15. Now - The part she needs to improve more (speaking and conversation) - use native-like words deeper phrases

16. Why does Anna want to learn Mandarin? Arial 9631303

17. Interested in languages Studied Japanese before Heritage (Mother is Chinese) Motivation

18. Anna ’ s attitude towards language learning is …

19. Positive Not afraid to make mistakes Willing to communicate with others Attitude

20. Extroverted Risk-taking Personality

21. Meet a group of friends Reading Learner Beliefs

22. Strategy Victor 9631307

23. Learning Strategy Read articles (i+1) Go to class (activity) Conversation (practice in a mock situation) Be in that environment

24. Memorizing strategy Making a little story to memorize characters Using contexts to remember the meanings Repetition (pronunciation)

25. How to keep motivated Remember why you learn the language Imagine you can speak the language fluently

26. Connectionism 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 (remember efficiently)

27. Interaction hypothesis Modification is needed. Conversational adjustments can aid comprehension in the L2.

28. The affective filter hypothesis “Affect” refers to such things as motives, needs, attitudes, etc. Most of her classmates dropped the class because the tones are difficult.

29. Difficulties Wicia 9631333

30. Difficulties Q: What sounds in Mandarin do you have difficulties with? A: Sound: phonetic alphabet Ex: 吃魚 → She can’t speak correctly. (CPH) Her own tip: speak quickly and sound can be better four tones → 水餃 睡覺 ㄔ ㄘ ㄖ…ㄔ ㄘ ㄖ…

31. Questions Q: In English sentences, people put a / an / the in front of one subject. Do you find it difficult to use the proper one in Mandarin? A: 一根木頭 一條手帕 … “ 個 ” is easier to be used

32. Questions Q: What is the most difficult thing for you when you’re having a Mandarin conversation? A: She can’t understand quickly what the native speakers said.

33. Interaction In Australia: The opportunity of speaking in Mandarin is less. (only in Chinese class) In Taiwan: She exposed herself to native environment. Ex: Hanging out to the Taiwanese friends Going to the traditional market

34. Interactionism hypothesis 1. SLA takes place through conversational interaction. 2. Modified interaction is a necessary mechanism. 3. Having an opportunity to interact with other speakers.

35. Anna’s examples Communicate with Taiwanese friends Simplify the linguistic forms, elaborate what they want to express, slow speech rate, use gesture Has the opportunities which speed up the language development

36. The similarities and differences between the L1 and the L2 Whitney 9631335

37. L1(English) VS. L2 (Chinese) Positive effect: Word order  go see a movie ( 去看電影 ) Negative effect: Word order  I went to see a movie with my boyfriend last Saturday. ( 我去看電影和我的男生朋友晚 的星期六 )

38. Behaviorism Whitney 9631335

39. Behaviorism Imitation Practice Reinforcement Habit Formation

40. Behaviorism Imitation 1. Listening 2. Reading 3. Speaking 4. Writing

41. Listening Contexts in the textbook Classroom Chinese

42. Listening Classroom Chinese - 打開 + N. ( 打開書本 ) - 這是什麼 ?

43. Listening Contexts in the textbook Classroom Chinese Clapping hands, walking around the classroom and speaking Chinese out loud to learn the tones and rhythm. Changing the third tone

44. Listening Change the third tone - If 2 syllables in succession use the third tone, the first syllable changes to the second tone and the second syllable keeps the third tone. 你好  ㄋㄧˊ ㄏㄠ ˇ - If more than 2 syllables of third tone are in succession, the tone changes according to the context. 我很好  ㄨㄛ ˇ ㄏㄣˊ ㄏㄠ ˇ

45. Reading The articles in the textbook The book of her kindergarten student The QA lists and possible answers

46. Writing Write each Chinese character at least 30 times per day. The strokes of each character

47. Speaking Practice the frequently asking questions.

48. Speaking Practice the frequently asking questions. Q: What do you like to eat? ( 你喜歡吃什麼 ?) A: I like to eat _________. ( 我喜歡吃 __ 。 ) apples 蘋果 cakes 蛋糕 ham 火腿 tofu 豆腐 rice 飯 noodles 麵

49. Speaking Practice the frequently asking questions. KTV

50. Practice School (NCKU) Cram school (the place where she works at) Traditional Market Anywhere when she gets a chance Chinese Proficiency Tests

51. Reinforcement Positive & Negative feedback Positive feedback Her friends and co-workers give her compliments Negative feedback Clerks at MacDonald’s run away and think she is speaking English to them.

52. Habit Formation Chat about different topics (school life, politics, etc.) with Taiwanese people. Be a bilingual teacher in the classroom without the native Chinese teacher’s help.

53. Environment Yuko 9631381

54. Mandarin Class Differences In Australia In Taiwan

55. Mandarin Ability Improvement Listening Speaking Reading Writing

56. Difficulties (In Taiwan) 粗 飯！

57. Analysis Krashen’s affective filter hypothesis Tolerance of ambiguity

58. Suggestion Aggressive motivation Don ’ t be afraid of communicating with the local people Practice makes perfect Learning languages in different ways Create a language learning environment as possible as you can