Final Report of Foreign Language Foreign Language

LearnersLearners

The Analysis of

JoyJoy’s Language Learning

Experiences

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.

Purpose of the StudyPurpose of the Study

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

MethodsMethods Data collection: interview and questionnaire Data analysis: a. Interview:

AgeLearner characteristicsLearning conditionEnglish proficiency

b. Questionnaire:Multiple IQsReflective or impulsiveVisual, auditory, or haptic Extroverted or introverted

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.

Around 18 she can use English like her mother tonguemother tongue..

Results Results - Learner Characteristics

Motivation of Learning English To know more different cultures To get first-hand information throught direct source

s

Confidence in using languages Especially in speaking foreign languages Better English ability than other students in junior h

igh school

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.

Results Results – Learning Styles

Impulsive style Visual and auditory learner Moderately extroversion oriented The scores of each kind of intelligence are

above 5

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

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 forei

gn friends English ability Motivation vs. Wenzao’s teaching purpose

Results Results - English Proficiency

She exposed herself to an authentic She exposed herself to an authentic English environmentEnglish 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.

Results Results - English Proficiency

Sufficient Sufficient ResourcesResources:

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.

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.

Results Results - English Proficiency

Next Goal or plan for learning English

No definite goal for herself

Instead of asking herself to reach a certain level, she keepskeeps learning as much as she can do.

Results Results - English Proficiency

SuggestionsSuggestions for FForeign LLanguage LLearners:

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.

DiscussionDiscussion- Learner Characteristics

AgeAge 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.

DiscussionDiscussion-Motivation

Combination of

Instrumental motivation Practical goals - get a better job

Integrative motivation (more) Cultural enrichment Personal growth

Discussion Discussion - Learning Condition Advantages: Behaviorism Interactionism Socialculture theory Combination of playing games and intentional lear

ning Limitations: Comprehensible input (i＋ 1) Motivation in Wenzao Improvements: Extra reading Interaction with foreigners

DiscussionDiscussion-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

Summary

Learners’ CharacteristicsLearners’ Characteristics Age – started to learn English at 10 Motivation- to know more languages and cultures

Learners’ ConditionLearners’ Condition Natural setting --- family Instructional setting --- school

English ProficiencyEnglish Proficiency Expose to a genuine English environment Sufficient Resources Bottleneck

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

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

Thank you for attentionThank you for attention

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