1. A Successful Language Learner --- Shu-Ping Jungle Tsai  The 5th group  Group members - 蘇姵姍 Vivien 9531313 - 蘇姵姍 Vivien 9531313 - 陳虹汝 Sarah 9531315 - 陳虹汝 Sarah 9531315 - 沈家卉 Gina 9531317 - 沈家卉 Gina 9531317 - 吳佩璇 Eunice 9531319 - 吳佩璇 Eunice 9531319 - 黃怡綾 Tracy 9531321 - 黃怡綾 Tracy 9531321 January 18, 2007

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3. Introduction Who: Shu-Ping Tsai (Jungle). Our English teacher ( simultaneous interpretation & teacher ( simultaneous interpretation & grammar) in our five-year college. grammar) in our five-year college. Why: We are curious about her languages learning process, how she can learn learning process, how she can learn English well and become a successful English well and become a successful English teacher. English teacher.

4. Data Collection  E-mail  Face-to-face interview  Questionnaires  Recording

5. Learner’s Background  Wenzao Ursuline College of Languages - English major & German minor - English major & German minor  Tamkang University – English Department  University of Bath in UK – master degree of oral interpretation & written translation

6. Major Points  Learning Conditions  Learner Characteristics  Learning Styles  Learner’s Beliefs  Behaviorism  Krashen’s Monitor Model  Interactionism  Suggestions

7. Learning Conditions 1  Cram school (small class, 1 to 7 ) - traditional instruction - traditional instruction - focused on grammar - focused on grammar - used the way of competition to play games - used the way of competition to play games - CALP - CALP  Junior high school - traditional instruction - traditional instruction - focused on grammar & less listening - focused on grammar & less listening - did lots of exercises about grammar - did lots of exercises about grammar - CALP - CALP

8. Learning Conditions 2  Junior college - well-round learning (listening, speaking, reading - well-round learning (listening, speaking, reading & writing) & writing) - used and practiced English everyday in school - used and practiced English everyday in school - CALP & BICS - CALP & BICS  University - reading & writing (tended to literature & theory) - reading & writing (tended to literature & theory) - extracurricular relaxations : listen to English - extracurricular relaxations : listen to English songs & watched movies. songs & watched movies. - CALP - CALP

9. Learning Conditions 3  Graduate school - speaking & writing - speaking & writing - communicate with - communicate with native speakers in daily life native speakers in daily life - CALP & BICS - CALP & BICS

10. Learner Characteristics 1  Age of acquisition - started to learn English at 12 - started to learn English at 12  Personalities - She is an introverted person, but - She is an introverted person, but becomes extroverted while learning becomes extroverted while learning - risk-taking - risk-taking

11. Learner Characteristics 2  Motivation - initially integrative motivation (extrinsic) - initially integrative motivation (extrinsic) - subsequently instrumental motivation (intrinsic) - subsequently instrumental motivation (intrinsic)  Attitude “NEVER CONSIDER THAT YOUR ENGLISH IS EXCELLENT.” “NEVER CONSIDER THAT YOUR ENGLISH IS EXCELLENT.”

12. Learning Styles 1  Intelligence - musical / rhythmic - musical / rhythmic After hearing some melodies, she is able to After hearing some melodies, she is able to sing it back accurately. sing it back accurately. - intra-personal - intra-personal She considers herself to be strong willed. She considers herself to be strong willed.  Perceptual - tactile / kinesthetic - tactile / kinesthetic A physical action to the learning process is a A physical action to the learning process is a need for her. need for her.

13. Learning Styles 2  Cognitive - field independent (the picture of “FLY”) - field independent (the picture of “FLY”) - no particular brain dominance (right brain:35 / - no particular brain dominance (right brain:35 / left brain:30) left brain:30) - high tolerance of ambiguity (free to accept - high tolerance of ambiguity (free to accept different pronunciation) different pronunciation) - impulsive (speaks intuitively) - impulsive (speaks intuitively) - visual (sees clear images when closing her eyes) - visual (sees clear images when closing her eyes)

14. Learner’s Beliefs - Willing to accept new instructions - Willing to accept new instructions She believes that her learning methods is effective, but the instructors’ directions also provide more effective ways. She believes that her learning methods is effective, but the instructors’ directions also provide more effective ways.

15. Behaviorism 1  Imitation - pronunciation, intonation & - pronunciation, intonation & basic grammar rules basic grammar rules  Practice - set up different situations - set up different situations to practice speaking to practice speaking

16.  Reinforcement (feedback) - positive in early stage - positive in early stage - negative in graduate school - negative in graduate school  Habit formation - listen to the English radio - listen to the English radio - read English newspapers - read English newspapers Behaviorism 2

17. Krashen’s ‘monitor model’  The Monitor Hypothesis - In speaking, she would notice her - In speaking, she would notice her errors, but she would not correct errors, but she would not correct them immediately. But while having them immediately. But while having an interpretation, she would correct an interpretation, she would correct errors immediately. errors immediately.

18. Krashen’s ‘monitor model’  The Input Hypothesis (i+1) - surpass the schedule of teachers - surpass the schedule of teachers - expose to the advanced materials - expose to the advanced materials

19. Krashen’s ‘monitor model’  The Affective Filter Hypothesis - She felt frustrated in graduate school - She felt frustrated in graduate school because of teachers’ corrections. because of teachers’ corrections. - Stress influenced her learning willingness. - Stress influenced her learning willingness.

20. Interactionisim  Zone of Proximal Development - restructure by herself, and discuss with - restructure by herself, and discuss with teachers or classmates teachers or classmates - grab the chance to talk with foreigners - grab the chance to talk with foreigners

21. Suggestions for Foreign Language Learners  Be active, and preview the required materials.  Learning from the mistakes and self- correction.  Think creatively, and willing to try new things.

22. Suggestions for Foreign Language Learners  Listening to different materials can help you to reach advanced level.  Read regularly, but more challenging.  The most creative writing is always in lyrics.  Talk to the advanced interlocutors & form a speaking group

23. Conclusion  Attitude - active - active - open-minded - open-minded - enthusiastic - enthusiastic  Effective ways for learning  Perseverance

24. Thanks for Your Attention.