Two Foreign Language Two Foreign Language Learners:Learners:

Nakajima Akira & Sato Keiji Group Members:9631012 Carrie 9631031 Angel 9631047 Fiona 9631048 Tina 9631055 Neco 9631056 Doreen 9631057 Sherry

Different Motivations !!

Focus on:

Definition of Definition of Successful Language Successful Language

LearnersLearners

Communicate

Read

Listen

IntroductionIntroduction

-Who• Nakajima Akira : a associate professor in the

department of Japanese • Sato Keiji : a lecturer in the department of

Japanese• How they learn Chinese

-Why• Nakajima Akira : speak Chinese and he

understands Chinese very well

• Sato Keiji : good at using Chinese to explain Japanese grammar in the class

Data Collection Methods

E-mail

Face to Face

Record

Questionnaire

Contents

• Background of interviewees-Doreen & Tina

• Learner condition- Doreen & Tina

• Learner characteristic- Doreen & Tina

• SLA theories- Neco, Sherry, Carrie, Fiona

• Conclusion- Angel

• Reflection- Angel

Background

Nakajima akira

Background- Nakajima Akira

Educational background• Meiji University, Department of Political Science and

Economics ( 日本明治大學 )• Meiji University, Institute of Political Science and

Economics( 日本明治大學 )

Teaching experience• Chinese Culture University( 中國文化大學 )• National Kaohsiung First University of Science and

Technology( 國立高雄第一科技大學 )

Sato keiji

Background- Sato Keiji

Educational background• Graduated from Tenri University ( 日本天理大學 ) • Soochow University ( 台灣東吳大學 )

Teaching experience• Chinese Culture University ( 中國文化大學 )• The Affiliated senior High School of National Kaohsiung

Normal University ( 國立高雄師範大學附屬高級中學 )• National Kaohsiung First University of science and

technology ( 國立高雄第一科技大學 )• Wenzao Ursuline College of Languages ( 文藻外語學院 )

Learning Learning conditionsconditions•Reason•Learning process•Learning method•Difficulties & solutions

Learning conditions- Nakajima

Reason • Need to understand books which is written

in Chinese.

• For writing graduation paper.

Learning conditions- Nakajima

Learning process• Went to cram school in Japan.

• Came to Taiwan.

• Went to National Taiwan Normal University Mandarin Training Center to learn Chinese.

Learning conditions- Nakajima

Learning MethodsListening-

• Tapes & TV.

Speaking-

• Talk to his wife & friends. (in Chinese)

• Speak what he learns from TV.

Learning conditions- Nakajima

Learning MethodsReading-

• read newspaper & magazine

Writing-

• write compositions

• be checked by friends

Difficulties & Solutions1. Pronunciation• Solutions- • Be corrected by wife & friends.• Practice.2. Writing• Solutions-• Ask friends for help.

Learning conditions- Nakajima

Learning conditions- Sato

Reason

• Mr. Sato’s father has Taiwanese friends.

• Contacted with Taiwanese people.

• Aroused his interest.

• Majored in Chinese.

Learning processUniversity- • Majored in Chinese.• Minored in Japanese instruction.Graduate school-• Came to Taiwan.• Majored in Japanese Language and Culture.

• Taught in cram & extension schools.

Learning conditions- Sato

Learning conditions- Sato

Learning methodsListening-• Tapes, TV, videos and movies.

Speaking-• Communicated with Chinese students & his

father’s friends.• Joined a Chinese conversation club.

Learning methodsReading-

• Read whole article, not word by word.

• Read novels that teacher recommend.

• Read newspaper & magazines.

Writing-

• Prepared dictionary & asked classmates.

Learning conditions- Sato

Difficulties & Solutions1. Pronounced Chinese sound• Solutions- • Joined a Chinese conversation club.• Practice.2. Chinese phrases & idioms• Solutions-• Asked people to say again & explain.

Learning conditions- Sato

Difficulties & Solutions3. Different characters

• Japan-simplified Chinese character.

• Solutions-

• Attended language class.

• Compared each characters.

Learning conditions- Sato

Learner’s Learner’s CharacteristicsCharacteristics

•Motivation

•Learning style

Learner’s Characteristics- Nakajima

Motivation• Intrinsic and instrumental learner.

• Language learning for practical goal.

• Talk to others actively.

Learning style • Tends to be a FD learner.

• Likes to talk to others.

• Practice what he learned actively.

Learner’s Characteristics- Nakajima

Learner’s Characteristics- Sato

Motivation• Intrinsic and integrative learner.

• Interested in learning Chinese.

• Sense of achievement.

Learning style • Tends to be a FD learner.

• Likes to get along with people.

• Asked others for help.

• Feels happy to be corrected.

Learner’s Characteristics- Sato

SLA TheoriesSLA TheoriesNeco, SherryCarrie, Fiona

Interaction Hypothesis

Nakajima- Neco

Comprehensible output hypothesis

Interaction Hypothesis- Nakajima

Sato keijiNakajima akira

Interaction Hypothesis- Nakajima

Comprehensible output hypothesis

Interaction Hypothesis

Sato- Sherry

Comprehensible output hypothesis

Interaction Hypothesis- Sato

Sato keijiNakajima akira

Interaction Hypothesis- Sato

＋1 2

3 4

○C Secret Asian Man by Tak Toyoshima

Comprehensible output hypothesis

這個日文的文法餒…

Try to teach Japanese in Chinese

Work harder to improve

Find out language limited ability

Make comprehensible output

Conclusion of Comprehensible output hypothesis & Interaction Hypothesis

• Similarity – interact with native speakers.

Modification of speech

Comprehensible input

Language acquisition

Behaviorism Carrie & Fiona

Nakajima Sato

Imitation Listen & apply Listen & repeat

Practice Read & talk Talk

Reinforcement Few Correction Achievement &

Correction

Habit formation Reading in Chinese

characters

Regular sentence pattern

Learners

Contrastive Analysis Hypothesis

• Similar Easy-

Nakajima-

Chinese characters & Taiwanese pronunciation

Sato-

Japanese words & Chinese characters 資料 – し りょう

資 料

時間 – 時　間（じ　けん）

麵包 (pon) 打火機 (raida)

• Different Hard-

Nakajima-

Speaking and listening are weak due to different sentence structure and pronunciation.

Sato-

Chinese Grammar is the hardest because of different word order.

何か飲みますか？（想喝什麼呢 ? ）

何か ( 什麼 ) 飲みます ( 喝 ) か ( 呢 )

觀光局→’光’光局 ( ㄍㄨㄢ→ㄍㄨㄤ )

肚子餓→’兔’子餓 ( ㄉㄨ→ㄊㄨ )

Conclusion

• Different motivations might influence the processes of learning language.

• Good interactions with native speakers

ReflectionReflection

Q & AQ & A

Nakajima

Listen & applyRead & talk

Few

Correction

Reading in Chinese characters

Nakajima

Listen & apply

Read & talk

Few

Correction

Reading in Chinese characters

Nakajima

Listen & apply

Read & talk

FewCorrection

Reading in Chinese characters

Nakajima

Listen & apply

Read & talk

Few

Correction

Reading in Chinese

characters

Sato

Listen & repeat

Talk

Achievement &

Correction

Regular sentence pattern

Sato

Listen & repeat

Talk

Achievement &

Correction

Regular sentence pattern

Sato

Listen & repeat

Talk

Achievement &

Correction Regular sentence

pattern

Sato

Listen & repeat

Talk

Achievement &

Correction

Regular sentence pattern