A Case Study of a Successful A Case Study of a Successful Foreign Language Learner:Foreign Language Learner:Chia-Hao HsuChia-Hao Hsu

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IntroductionIntroduction Chia-Hao HsuChia-Hao Hsu Born in TaichungBorn in Taichung Started to learn English at 13 years oldStarted to learn English at 13 years old His major is Political Science His major is Political Science Got 270 points in TOFEL testGot 270 points in TOFEL test Now he teaches Chinese to foreignersNow he teaches Chinese to foreigners

Data CollectionData Collection Methods Methods E-mailE-mail

Face-to-Face interviewFace-to-Face interview

QuestionnairesQuestionnaires

Interview recordInterview record

IntelligenceIntelligenceVerbal/Linguistic IntelligenceVerbal/Linguistic Intelligence

English, social studies, and history are not English, social studies, and history are not difficult for him. difficult for him.

He enjoys word games like scrabble, boggle He enjoys word games like scrabble, boggle and anagrams. and anagrams.

When he drives on the streets, he pays more When he drives on the streets, he pays more attention to words on signs than to the sceneryattention to words on signs than to the scenery

Motivation

Extrinsic

(pursuing high scores)

Intrinsic

instrumental integrative

AttitudeAttitude

““No matter how good a person's English is,No matter how good a person's English is,

there would always be new words to learn.”there would always be new words to learn.”

Learner preferencesLearner preferences Reflective

Intuitive

Verbal

Global

Field Independent / Field Dependent

Field Dependent

Age of acquisition

Chia-Hao began learning English when he was 13 years old.

PersonalityPersonality Introverted:Introverted: 1)Chia-hao tended to work alone first, and then discuss with peers.

2)introverted somehow influenced Chia-hao’s speaking ability. Confidence:Confidence: 1)the confidence was built up though good grades on English

tests in high schools.

2)Chiahao never met any difficulty in learning English.

Learner’s BeliefsLearner’s Beliefs Grammar memorization can’t help a person Grammar memorization can’t help a person

to skill in a second language.to skill in a second language.

Empathetic understanding is to read Empathetic understanding is to read immensely and through extensive reading immensely and through extensive reading can help language learners to know the can help language learners to know the usages of words and sentence structure.usages of words and sentence structure.

Learner’s ConditionLearner’s Condition Formal Language Learning Formal Language Learning

SettingSettingIn junior and senior high schoolsIn junior and senior high schools

Taiwanese traditional teaching method: grammTaiwanese traditional teaching method: grammar translation method + test-oriented classroomar translation method + test-oriented classroom

few opportunities other than English tests to pefew opportunities other than English tests to perform out his input.rform out his input.

Learner’s ConditionLearner’s Condition Formal Language Learning Formal Language Learning

SettingSettingIn the university:In the university: Majored in Chinese LiteratureMajored in Chinese Literature

Took all elective courses in English department.Took all elective courses in English department. Therefore, Chia-hao received academic Engli Therefore, Chia-hao received academic English trainings, such as writingsh trainings, such as writing

Had chances to practice listening and speaking Had chances to practice listening and speaking ability.ability.

Learner’s ConditionLearner’s Condition Informal Language Learning Setting Informal Language Learning Setting

In the university and graduate school:In the university and graduate school: Informal language learning setting didn’t exist until ChiInformal language learning setting didn’t exist until Chi

a-Hao was senior in the university.a-Hao was senior in the university.

Having a foreign roommate. Chia-Hao’s foreign roomHaving a foreign roommate. Chia-Hao’s foreign roommate helped him a lot in speaking and writing.mate helped him a lot in speaking and writing.

Chia-Hao got himself a part time job in the graduate scChia-Hao got himself a part time job in the graduate school. His part time job is to teach foreigners Chinese ghool. His part time job is to teach foreigners Chinese grammars in English.rammars in English.

BehaviorismBehaviorism Imitation and PracticeImitation and Practice

- - Listened to the tape and repeated after it.Listened to the tape and repeated after it.

ReinforcementReinforcement - - Was praised by his teacherWas praised by his teacher

Habit FormationHabit Formation

InnatismInnatism

Competence = Performance?Competence = Performance? -“He can eats.” -“He can eats.”

-“She didn’t had”-“She didn’t had”

Krachen’s “monitor model”Krachen’s “monitor model” The acquisition-learning hypothesisThe acquisition-learning hypothesis -“He can eats.” -“He can eats.” -“She didn’t had.”-“She didn’t had.”

The monitor hypothesisThe monitor hypothesis - - grammar checking in his mindgrammar checking in his mind

Krachen’s “monitor model”Krachen’s “monitor model” The natural order hypothesisThe natural order hypothesis 1 1 copulacopula (“My name (“My name is is Amy.” “This Amy.” “This isis a book.”) a book.”) 2 2 plural plural (These (These areare pencils.) pencils.) 33 article article (This is (This is aa book. book. TheThe book is good.) book is good.) 4 4 possessive possessive (“This is father(“This is father’s’s newspapers” These are newspapers” These are

sister sister’s’s pens.) pens.) 5 5 present progressivepresent progressive (Mother(Mother is cooking is cooking in the kitchen) in the kitchen)

6 6 third person singularthird person singular (John (John worksworks every day.), every day.), 77 auxiliary auxiliary ((DoDo you like dogs?), you like dogs?), 8 8 regular pastregular past (Susan (Susan closedclosed the door.), the door.), 9 9 irregular past formsirregular past forms (I (I wentwent to the post office yesterday.) to the post office yesterday.)

Krachen’s “monitor modelKrachen’s “monitor model”” The input hypothesisThe input hypothesis -He agrees that i+l is good for each level ‘s learners.-He agrees that i+l is good for each level ‘s learners.

The affective filter hypothesisThe affective filter hypothesis ““More interaction can lower the affective filter.More interaction can lower the affective filter.””

Information processingInformation processing

-Attention processing (noticing)-Attention processing (noticing)

-Learning cannot turn into -Learning cannot turn into acquisition ?acquisition ?

InteractionismInteractionism Modified InteractionModified Interaction -Modified interaction promotes one’s language

acquisition and development?

Vygotsky’s socialcultural theoryVygotsky’s socialcultural theory

Zone of Proximal Development (ZPD)Zone of Proximal Development (ZPD)

ConclusionConclusion Verbal/Linguistic IntelligenceVerbal/Linguistic Intelligence

Positive AttitudePositive Attitude

Strong ConfidenceStrong Confidence

Active to hold chances Active to hold chances

Not afraid of making mistakesNot afraid of making mistakes

SuggestionSuggestion Extensive ReadingExtensive Reading

Empathetic UnderstandEmpathetic Understand

Use traditional dictionaryUse traditional dictionary