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Investigating Speaking Methods Use and Difficulties:
A Qualitative Study of Two Foreign Students Learning Chines
e in Taiwan
Presenter: Jack & Ken
Content
Introduction Literature review
Methodology Result
Conclusion
Introduction
Background
Purpose of the Study
Research Question
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.
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.
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?
Literature ReviewThe Importance of Language Learning Strategies
Types of Language Learning Strategies
Learning Strategies and Speaking Proficiency
The Importance of Learning Strategies
One of the major factors
influencing the successful
language learning was the
language learning strategies
(Graham, 1997).
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)
Types of Learning Strategies
Cognitive Strategies
Metacognitive Strategies
Social/ Affective Learning Strategies
(Brown,1982; Chamot,1900;
Malley,1990)
Cognitive Strategies
O’Malley & Chamot (1990)
pointed out that “cognitive
strategies operate directly on
incoming information,
manipulating it in way that
enhances learning”.
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”
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.
Learning Strategies and Speaking Proficiency
Oxford (1990) asserted that
leaning strategies could help
learners “participate actively in
such authentic communication”
Learning Strategies and Speaking Proficiency
Traone (1981) noted that learning strategies were to develop linguistic and sociolinguistic competence in the target language.
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.
Methodology
Setting and Participants
1. Research design
2. The selection of participants
3. Procedure of the interview
Design of Interview Question
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.
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.
Participant’s Personal Background
Code X YNationalit
yIndonesia Russia
Age 24 21
Learning length 1.5 years 1.5 years
Occupation
student/Interpreter
Full-time student
Class rank
high-intermediate
low-intermediate
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.
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.
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.
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.
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
system3 Practicing4 Practicing-practicing naturalistically
The Interview Question and Strategy Use
Interview Question Strategy5 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?
26
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
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?
27
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 statement12 Asking questions-asking for correction
Results
The Results of the Interview
Observation during the Interview
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
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 speaks2. 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.
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. 31
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.
32
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.
33
Observation during the Interview
In the beginning of the
interview, both participants
were more used to replying with
short answers.
Observation during the Interview
Listening comprehension was
also important and
indispensable for speaking
proficiency.
Observation during the Interview
Y participant have poor Chinese
speaking proficiency for the
interview.
Conclusion
Summary of the Major Findings
Other Findings in the Study
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.
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.
Thank you
40