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Foreign Language Learners Final Report of Foreign Language Learners The Analysis of Joy Joy’s Language Learning Experiences.

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Presentation on theme: "Foreign Language Learners Final Report of Foreign Language Learners The Analysis of Joy Joy’s Language Learning Experiences."— Presentation transcript:

1 Foreign Language Learners Final Report of Foreign Language Learners The Analysis of Joy Joy’s Language Learning Experiences

2 Case Description Joy is a trilingual: Chinese, English and French. She reached the Intermediate-high level of GEPT. She scored 610 in TOEFL. Her personality: outgoing, impulsive and extroverted language Her academic background: French major and English minor in Wenzao Junior College She had frequent interaction with foreign friends: native English speakers. She had many opportunities to use English. Her speaking ability in English is excellent.

3 Purpose of the Study The purpose of the case study is to investigate WHY and HOW she learned English successfully.

4 Methods Data collection: interview and questionnaire Data analysis: a. Interview: Age Learner characteristics Learning condition English proficiency b. Questionnaire: Multiple IQs Reflective or impulsive Visual, auditory, or haptic Extroverted or introverted

5 Results Results - Age She started learning English at 10. She learned English for three years before studying English in a formal setting. Her family has some foreign friends. “I have been speaking English every day since the first day I learned English,” said Joy. mother tongue. Around 18 she can use English like her mother tongue.

6 Results Results - Learner Characteristics Motivation of Learning English To know more different cultures To get first-hand information throught direct sources Confidence in using languages Especially in speaking foreign languages Better English ability than other students in junior high school

7 Results Results - Learner Characteristics Ways of Learning English  She used some self-study materials --- Let’s Talk in English, Studio Classroom and Family Album USA during the junior high period  She reinforced her English ability by communicating with advanced language learners and foreigners  She Keeps learning and using English.

8 Results Results – Learning Styles Impulsive style Visual and auditory learner Moderately extroversion oriented The scores of each kind of intelligence are above 5

9 Results Results – Multiple Intelligence Intrapersonal intelligence 8 Interpersonal intelligence 7 Bodily-kinesthetic intelligence 7 Musical intelligence 6 Linguistic intelligence are 6 Logical-mathematical intelligence 5 Spatial intelligence 5

10 Results Results - Learning Condition The first year in Wenzao College An excellent teacher and learning experience Opportunities to speak English The influence of overseas experiences and foreign friends English ability Motivation vs. Wenzao’s teaching purpose

11 Results Results - English Proficiency She exposed herself to an authentic English environment She exposed herself to an authentic English environment  Reading- Novels, Biography, Magazines, Newspaper, Traveling Books, Comics, Cosmetics  Writing- English journal, a university’s instructor guided her writing skill.  Listening and speaking- chatting with her foreign friends for a long time.

12 Results Results - English Proficiency Sufficient Resources Sufficient Resources:  Instructors- Advanced English learners and native speakers’ facilitation in her young age. (For example, e-mailing with a family friend in the U.S. helped her a lot in writing and of course think in English.)  Centralized finances- Only child in her family. Her parents have centralized the investment in her education.

13 Results Results - English Proficiency Bottleneck in the process of English Learning: Bottleneck in the process of English Learning:  No further improvement two years ago. She gave herself too much stress two years ago. It did not solve any problems. So she decided not to push herself too much in learning English.

14 Results Results - English Proficiency Next Goal or plan for learning English  No definite goal for herself keeps  Instead of asking herself to reach a certain level, she keeps learning as much as she can do.

15 Results Results - English Proficiency Suggestions FLL Suggestions for Foreign Language Learners:  Force yourself a little hard.  Think in English.  Apply the language - every time when you learn new a new word, a new phrase, or a new structure, just try to apply it.

16 Discussion Discussion- Learner Characteristics Age Critical Period Hypothesis  a critical period for Second Language Learners Vygotsky’s interactionsim position  interactions happen between child and more advanced interlocutors  Zone of Proximal Development - the level of performance which is learner is capable of when there is sufficient support from interactions with more advanced interlocutors Krashen’s Acquisition-Learning Hypothesis.

17 Discussion Discussion-Motivation Combination of Instrumental motivation  Practical goals - get a better job Integrative motivation (more)  Cultural enrichment  Personal growth

18 Discussion Discussion - Learning Condition Advantages: Behaviorism Interactionism Socialculture theory Combination of playing games and intentional learning Limitations: Comprehensible input (i + 1) Motivation in Wenzao Improvements: Extra reading Interaction with foreigners

19 Discussion Discussion-English Proficiency Interactionism  Zone of Proximal Development (ZPD) a great deal of frequent interaction with Advanced English learners and native speakers Three hypotheses in Krashen’s “Monitor Model”  Affective Filter Hypothesis  Monitor Hypothesis  The Natural Order Hypothesis

20 Summary Learners’ Characteristics Learners’ Characteristics  Age – started to learn English at 10  Motivation- to know more languages and cultures Learners’ Condition Learners’ Condition  Natural setting --- family  Instructional setting --- school English Proficiency English Proficiency  Expose to a genuine English environment  Sufficient Resources  Bottleneck

21 Summary Theories  Interactionism Zone of Proximal Development (ZPD)  Critical Period Hypothesis (CPH)  Krashen’s 5 “Monitor Model”: The Acquisition-Learning Hypothesis The Input Hypothesis The Affective Filter Hypothesis The Monitor Hypothesis The Natural Order Hypothesis

22 Suggestions Create an English-use environment Seize opportunities to use English Set an appropriate goal Develop interests in learning English Think in English Keep a diary or journal Actions speak louder than words

23 Thank you for attention 9331304Stanley 9331318Annie 9331324Jean 9331342Beverly 9331374Sophia

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