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(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
(文化研究 第7組)Ken和Jack的文化論文 Ppt
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(文化研究 第7組)Ken和Jack的文化論文 Ppt

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  • 1. Investigating Speaking Methods U se and Difficulties : A Qualitative Study of Two Foreign Students Learning Chinese in Taiwan Presenter: Jack & Ken
  • 2. Content
    • Introduction
    • Literature review
    • Methodology
    • Result
    • Conclusion
  • 3. Introduction
    • Background
    • Purpose of the Study
    • Research Question
  • 4. Background
    • In the past few years, more and more students want to study abroad in order to learn Chinese. However, sometimes it has been the case that studying abroad does not improve their Chinese proficiency.
  • 5. Purpose of the Study
    • 1. To explore methods of foreign students succeeded in learning Chinese especially in speaking skills.
    • 2. To investigate the difficulties of the learning process in learning Chinese.
  • 6. Research questions
    • 1. What kinds of methods are employed by the foreign students who study Chinese in Taiwan?
    • 2. What are difficulties encountered of foreign students who study Chinese in Taiwan?
  • 7. Literature Review
    • The Importance of Language Learning Strategies
    • Types of Language Learning Strategies
    • Learning Strategies and Speaking Proficiency
  • 8. The Importance of Learning Strategies
    • One of the major factors influencing the successful language learning was the language learning strategies (Graham, 1997).
  • 9. The Importance of Learning Strategies
    • The investigation into effective and ineffective learners found that more successful students used learning strategies more often. (Chamot & Kupper, 1989, Graham, 1997)
  • 10. Types of Learning Strategies
    • Cognitive Strategies
    • Metacognitive Strategies
    • Social/ Affective Learning Strategies
    • (Brown,1982; Chamot,1900; Malley,1990)
  • 11. Cognitive Strategies
    • O’Malley & Chamot (1990) pointed out that “cognitive strategies operate directly on incoming information, manipulating it in way that enhances learning”.
  • 12. Metacognitive Strategies
    • O’Malley & Chamot (1990) emphasized that “Metacognitive strategies refer to higher order executive skills that may entail planning for monitoring or evaluating the success of a learning activity”
  • 13. Social/ Affective Strategies
    • Oxford (1990) indicated that affective strategies helped cultivate learners’ self-confidence and perseverance and those social strategies encouraged enhanced interaction and more empathetic understanding.
  • 14. Learning Strategies and Speaking Proficiency
    • Oxford (1990) asserted that leaning strategies could help learners “participate actively in such authentic communication”
  • 15. Learning Strategies and Speaking Proficiency
    • Traone (1981) noted that learning strategies were to develop linguistic and sociolinguistic competence in the target language.
  • 16. Learning Strategies and Speaking Proficiency Leaning strategies How to cultivate speaking ability Cognitive Strengthening grammatical accuracy. Metacognitive Regulating the cognition to move toward speaking ability. Social /Affective Developing self-confidence. and providing increased interaction and more empathetic understanding.
  • 17. Methodology
    • Setting and Participants
    • 1. Research design
    • 2. The selection of participants
    • 3. Procedure of the interview
    • Design of Interview Question
  • 18. Setting and Participants
    • Research Design
    • 1. The study was conducted by using qualitative research method.
    • 2. The instruments used were two semi- structured interviews with two participants.
  • 19. The Selection of Participants
    • Participants are randomly selected from low-intermediate Chinese class and high intermediate Chinese class in Chinese Program, Language Center National Chung Hsing University.
  • 20. Participant’s Personal Background Code X Y Nationality Indonesia Russia Age 24 21 Learning length 1.5 years 1.5 years Occupation student/Interpreter Full-time student Class rank high-intermediate low-intermediate
  • 21. The Selection of Participants
    • The criterion for the researcher to include these students was that the high-intermediate student would be more motivated to improve their speaking comprehension than the low-intermediate student.
  • 22. Procedure of the Interview
    • Each interview lasted for 10 to 15 minutes.
    • The interview was speaking in Chinese, but the participants were allowed to respond to the questions in English.
  • 23. Procedure of the Interview
    • Each participant was asked to answer their personal background, including age, learning length, occupation.
    • The participant responded 12 open-ended questions concerning their speaking learning in and outside the class.
  • 24. Design of Interview Question
    • The researcher designed 12 interview questions according to language learning strategies.
    • Each strategy was designed for 4 questions and each question was asked one method of language learning applied from strategies.
  • 25. The Interview Question and Strategy Use Interview Question Strategy use 1 Do you learn Chinese by repetition? Cognitive 2 Do you imitate the way that native speaker speaks Chinese? 3 Do you read out that dialogue? 4 Out of class, do you actively join the activity in which I can practice speak Chinese? Method applied from strategy Strategy 1 Practicing-repeating Cognitive 2 Practicing-formally practicing with sound and speaking system 3 Practicing 4 Practicing-practicing naturalistically
  • 26. The Interview Question and Strategy Use Interview Question Strategy 5 Do you memorize some useful sentences to use them in conversation? Metacognitive 6 Do you use media to listen to Chinese? 7 Do you preview related date for the coming class? 8 Do you pay attention to the mistakes you made and try your best not to make the same mistakes again? Method applied from strategy Strategy 5 Arranging and planning your learning-finding out about language learning Metacognitive 6 Arranging and planning your learning-seeking practice opportunities 7 Arranging and planning your learning-planning for a language task 8 Evaluating your learning-self-monitoring
  • 27. The Interview Question and Strategy Use Interview Question Strategy 9 When you fail to recall some words in conversation, will you ask classmates or the teacher for help? Social / Affective 10 In a dialogue, do you ask the speaker to slow down or repeat when you fail to follow it? 11 Are you nervous of speaking Chinese? 12 Do you ask other to correct you if you make mistakes in speaking? Method applied from strategy Strategy 9 Cooperating with others-cooperating with peers and cooperating with proficient user of the new language Social/ Affective 10 Asking questions-asking for clarification or verification 11 Encourage yourself-making positive statement 12 Asking questions-asking for correction
  • 28. Results
    • The Results of the Interview
    • Observation during the Interview
  • 29. The Results of the Interview
    • Research question 1: What kinds of methods are employed by foreign students who study Chinese in Taiwan?
    • Repeat
    • Imitate
    • Read out
    • Go to work after the class
    • Memorize
    • listen to the radio.
    • Preview
    • Pay attention to the mistakes
    • Do ask friends and check dictionary.
    • Will ask to repeat or slow down
    • Friends will correct him when he make mistake
    • Not being afraid to speak Chinese
  • 30. The Results of the Interview
    • Research question 2: What are difficulties encountered of foreign students who study Chinese in Taiwan?
    • According to item 1 to item 4, Y participant doesn’t
    • 1. imitate native speaker speaks 2. read out the dialogue
    • 3. often talk with Chinese friends
    • The researcher thought Y participant seldom use cognitive strategies; therefore, he may has grammatical accuracy problems.
  • 31. The Results of the Interview
    • According to item 5 to item 8, Y participant doesn’t 1. memorizes some useful sentences 2. often use media to practice, 3. do the preview before the class 4. pay attention to the mistakes.
    • The researcher thought Y participant seldom use metacognitive strategies; therefore, He may not speak a complete sentence because of he can not deal with input information very well.
  • 32. The Results of the Interview
    • According to item 9 to item 12, Y participant doesn’t 1. check the dictionary, 2. feel comfortable to speak Chinese 3. ask other people to repeat or slow down
    • The researcher thought Y participant seldom use affective/ social strategies; therefore he may lack of self-confidence to interact with others .
  • 33. Comparison between Two Participants
    • X participant uses more methods than Y participant. The research thought that it may be the reason why X participant is superior to Y participant.
  • 34. Observation during the Interview
    • In the beginning of the interview, both participants were more used to replying with short answers.
  • 35. Observation during the Interview
    • Listening comprehension was also important and indispensable for speaking proficiency.
  • 36. Observation during the Interview
    • Y participant have poor Chinese speaking proficiency for the interview.
  • 37. Conclusion
    • Summary of the Major Findings
    • Other Findings in the Study
  • 38. Summary of the Major Findings
    • The researcher found that the student who uses methods more can be better in Chinese speaking proficiency than the other.
  • 39. Other Findings in the Study
    • Based on the researcher’s observation, the other possible reason that one participant has better speaking proficiency is his occupation.
  • 40.
    • Thank you

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