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Bài báo này trình bày một nghiên cứu trường hợp của một người học ngoại ngữ thành công ở Việt Nam. Có hai khu vực của một người học ngôn ngữ tốt thảo luận trong nghiên cứu này, đó là những đặc điểm người học và điều kiện học tập. Bài viết này được chia thành bốn phần chính. Trong phần đầu tiên, tờ báo cung cấp các nền tảng của nghiên cứu, tuyên bố của các vấn đề, mục tiêu của nghiên cứu và ý nghĩa của nghiên cứu này là tốt. Trong phần thứ hai, khái niệm chính, khung lý thuyết và nghiên cứu trước đó liên quan đến chủ đề được xem xét. Phần tiếp theo đề với cách nghiên cứu được tiến hành. Cụ thể, nó liên quan đến bối cảnh của nghiên cứu, mô tả của người tham gia, câu hỏi nghiên cứu, mô tả các công cụ thu thập dữ liệu và phương pháp phân tích dữ liệu. Phần cuối cùng của nghiên cứu này cung cấp cho các kết quả và thảo luận về phân tích các đặc điểm người học và điều kiện học tập. Hơn nữa, các ứng dụng của lý thuyết ngôn ngữ học trong việc phân tích các trường hợp nghiên cứu cũng được đề cập.
Title: A CASE STUDY OF A SUCCESSFUL FOREIGN LANGUAGE LEARNER Abstract This paper presents a case study of a successful foreign language learner in Vietnam There are two areas of a good language learner discussed in this study, which are learner characteristics and learning conditions This paper is divided into four main parts In the first part, the paper provides the background of the study, statement of the problems, aims of the study and the significance of the study as well In the second section, main concepts, theoretical framework and previous research related to the topic are reviewed Next part deals with how the study is conducted Specifically, it involves the context of the study, description of the participant, research questions, description of the data collection instruments and data analysis methods The last part of this study gives the results and discussion of analysis of learner characteristics and learning conditions Moreover, the application of Language Learning Theories in analyzing the case study is also mentioned Key words: good language learner, learner characteristic, learning conditions, Language Learning Theories Contents I – INTRODUCTION Background to the study During the past few decades, a number of studies about good language learners are conducted to find out the relationship between success and strategies in language learning In the field of second or foreign language teaching, the success of language learners have played an important role in the research.Many observations and studies in the last decade (Rubin, 1975; Stern, 1975) tried to describe the factors affecting good language learner, such as characteristics, styles and strategies However, in the contemporary life, it seems that learners would be successful in language learning regardless of methods or teaching techniques (Brown, 2007) In terms of good Chinese language learners in particular, Ding (2007) finds out that the most effective approach of learning English by successful learners in China are text memorization and imitation Behabadi and Behfrouz (2013) give a general background of high correlation between high scores in IELTS and possessing Kinesthetic, Auditory and Visual styles which have impacts on good language learners in the Iranian context Statement of the problem In the ever – growing society, English has been playing progressively important international means of communication and is considered as the world’s global language in over the world in general and in Viet Nam in particular The way to be a successful learner is still a question to anyone who are interested in learning the second language There are a lot of studies searching for the factors relating to good language learners in over the world, however, to the best of the writer’s knowledge, it seems that no previous study of successful language learners has been conducted in Vietnamese context Due to these problems, the question of characteristics good Vietnamese learners of English, the learning strategies and the way to apply the language skill to be a successful language learner should be discussed in this study Aim of the study On the one hand, this study aims at analyzing two perspectives of a successful foreign language learner, which are learner characteristics and learning conditions On the other hand, this investigation will find out the suggestions for effective foreign language learning and teaching Significance of the study The study serves two main purposes First, in practice, it is hoped that providing an in-depth picture of a successful language learner of English would help unsuccessful learners have a general background of the factors affecting their successful foreign language acquisition and learning Furthermore, this study may be seen as a useful basic reference not only for EFL learning in Vietnamese context but also for anyone who are absorbed in English and want to become a good/ successful language learner II – LITERATURE REVIEW Definitions of key concepts in previous research Motivation Motivation, which is seen as an important role in the achievement of the aim, is indispensable factor affecting any learning process, especially in learning a second language.According to the Oxford Advanced Learner’s Dictionary, motivation is referred to “the reason why somebody does something or behaves in a particular way.” In terms of learning English, motivation could be defined as the purpose of learning a foreign language.Lightbown and Spada (1993) mention that motivation in foreign languageis a complicated matter and there are two factors of motivation, which are learners’ communicative needs and the attitudes towards the second language community Gouws, Kruger, and Burger (2000) state that needs, goals and desires are three elements encouraging the individual to take action The definition emphasizes two key components of motivation, which are purpose and movement Motivation is a process which explains why people what they and the reason why they want what they want Energy and direction are two important key words in Reeve’s definition (Reeve, 2005) Unlike the previous researchers, Woolfolk (2007) gives more details in the motivation by pointing out intrinsic and extrinsic separately During the time learners exercise for fun, they have intrinsic motivation (Reeve, 2005) In terms of extrinsic motivation, according to Reeve (2005), if the learner exercise to raise their expectations when being asked why they exercise, they can be considered extrinsically motivated After considering the aforementioned definitions, motivation can be defined a process that can be either intrinsic (when a learner carries out a task based on internal factors) and extrinsic (when a learner carries out a task for external factors) Learning strategy According to Rubin (1975), strategies are techniques or devices which learner can take advantage of acquiring knowledge Six years later, this author conducted a study of cognitive processes in learning second language and introduced the comparison between direct and indirect language learning strategies (Rubin, 1981) Strategies, according to Brown (2007, p 113), “are specific methods of approaching a problem or task, model of operation for achieving a particular end, planned designs for controlling and manipulating certain information.” Learning strategies are defined as “specifications, behaviors, steps, or techniques, such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task used by students to enhance their own learning” (Scarcella & Oxford, 1992) These strategies are considered a useful toolkit for active, conscious, and purposeful self regulation of learning a second language Obviously, of the three researchers, Rubin is the one who has the clear definition although her research started in the years of 1970s Strategy can be seen simply as the way the learner acquire knowledge during the learning process Learning styles Like learning strategy, the definition of learning styles is also a major concern among the scholars in the field Learning styles are the general approaches – for example, global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject These styles are “the overall patterns that give general direction to learning behavior” (Cornett, 1983) According to Dunn and Griggs (1988), learning style is biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others It can be clearly seen that learning style is the way the learners apply their characteristics to learn a new language.As it can be seen, there are a lot of definitions of learning styles which are ranged from scope to depth Keefe (1979) mentions not only the difference between learning styles and cognitive styles but also three different dimensions of behavior, namely cognitive, affective and physiological In overall, language learning styles and strategies are in the relationship of how and how well the learners can learn a second or foreign language Intelligence Intelligence is one of variables which can affect the characteristics of a good language learner The definition of intelligence provided by Lightbown and Spada (1993)refers to performance on certain kinds of tests which are often associated with success in school Over the past few years, some studies have shown that IQ score and success in learning a second language have a relationship.Gardner (1983) defined intelligence as the ability to tackle problems, or to create products which are valued within one or more cultural settings The eight identified intelligences include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, naturalistic intelligence, interpersonal intelligence, and intrapersonal intelligence (Gardner, 1999) Among the “multiple intelligences”, it is considered that the abilities in terms of music, interpersonal relations, and athletics, as well as the verbal intelligence that is most often associated with success in school (Lightbown & Spada, 1993) Lightbown and Spada did not point out which certain kinds of test were However, getting started earlier than Lightbown and Spade, Gardner seemed to research deeply about all the kinds of intelligence which affecting a success of a good language learner than other researchers Aptitude According to Lightbown and Spada (1993), aptitude means specific abilities which is thought to predict success in learning a second language However, prior nearly a ten-year period, Carroll (1981), who created the Modern Language Aptitude Test (MLAT),realized that language aptitude had four components, which are phonetic coding ability, grammatical sensitivity, rote learning ability and inductive language learning In the simple way, it can be defined that language aptitude refers to the potential that a person has for learning language Theoretical framework There are some basic theories advanced to describe how language is acquired, learnt andtaught The behaviorist theory, Mentalist theory (Innatism), Rationalist theory (otherwise called Cognitive theory), and Interactionism are some of these theories Due to limited time and sphere of research, behaviorism and innatism are discussed thoroughly in this study Behaviourism In the middle of the 20th century, learning theory was dominated by the principles of behavioural psychology, exemplified by the work of (Skinner, 1938, 1957, 1974), which maintains that learning should be described as changes in the observable behaviour of a learner made as a function of events in the environment Skinner, together with many of his contemporaries, interpret all learning is considered to be the result of habit information through imitation, positive reinforcement and practice Language learning, first or second, is considered to be habit formation According to Lightbown and Spada (1993), a theory which had impacts on learning language in the middle of the twentieth century was Behaviourism Traditional behaviourists researched that the children seemed to reproduce what they heard the language produced surrounding them and then, they formed habits of correct language use This theory pointed out the importance of the language environment which would shape the child’s language behaviour All in all, bahaviorism is seen as the core element to form the language behaviour of the learners Innatism Innatism is another theory relating to the language learning According to Lightbown and Spada (1993), when reviewing Skinner’s book “Verbal Behaviour”, Chomsky challenged the behaviourist explanation for language acquisition by pointing out the similarity of biologically programmed language and biological development of functions His innatist view was a direct challenge to the established behaviourist theories of the time, rekindling the age-old debate over whether language exists in the mind before experience Obviously, two theories hold different viewpoints In behaviourism learning is said to be successful when the child can repeat what was taught However, in terms of innatism, learning is supposed to be successful when the child can generate innumerable grammatically correct sentences and rejects ungrammatical ones through the process checking and rechecking the hypotheses of the structure of the language to which he/ she is exposed Previous research There are several studies researching for the successful language learner and their variables Vela conducted a study with a case study performed with independent successful Mexican students with the purpose of knowing the role motivation and the kind of motivation have had in their language learning process He focused on one variable, which is motivation to find out the relationship between it and the language learning without mentioning other variables such as intelligence, aptitude or personality He adapted questionnaire of Yihong, Yuan, Ying, and Yan (2007) to analyze his participants in order to find out which types of motivation driving students to learn independently Unlike Vela, Behabadi and Behfrouz (2013) carried out the research in the area of learning styles and characteristics of good language learners in the Iranian context on IELTS participants The authors mentioned a high correlation between high scores in IELTS and possessing Kinesthetic, Auditory and Visual styles The scope of this study is narrower than that of Vela because two mentioned authors have just paid attention to analyzinggood language learners in IELTS exam Thu (2009)also examined the language learning strategies employed by successful learners of English as a foreign and second language One strength of this thesis is the author researched thoroughly the reasons why a learner can learn a second language well However, like Vela, the author just concentrated on the strategies which good learners applied and did not mention other variables In conclusion, there are a lot of studies researching on a good language learner, however, there has not any studies analyzing the success of a good language learner basing on two perspectives: learner characteristics and learning conditions This is the reason why this paper is conducted III – RESEARCH METHODOLOGY Research setting / context In the integration trend, English is considered as a international language and a global means of communication It is not surprised that the percentage of students learning English is progressively increasing every year As a student taking Master course of TESOL (Teaching English to Speakers of Other Languages), I realized that each learner need a wide range of factors to become a successful language learner For my person, I have met with difficulties in learning a second language successfully This paper is conducted with the aim of finding out learning characteristics and conditions of a good language learner, which can have effective impacts on students encountering difficulties in learning a language besides their mother tongue Through this paper, I analyze a successful learner to bring about the findings and discussion to help less successful learner study better Description of the participants / their background The participants of the present study is a Vietnamese learner who has achieved a very high level of proficiency in English, despite having learned the language as a foreign language and a second language He lives in Vietnam and has not lived or worked in any other English-speaking countries.He spent four years to study English major at university and then, after having completed his Bachelor degree, he started teaching English in some English centers and now he is taking master course of applied linguistics He has just took Cambridge English: Advanced (CAE) exam and passed with 200 points Some biographical date of the participant can be found below: Table The participant’s demographic data Name Age Gender Age of Major initial English learning Educationa l level Trung 24 Male B.A 12 Applied Linguistics Length First of years language living in foreign countries Vietname se Achievem ent of certificate CAE (C1) Restatement of aims / objectives As mentioned before, this study will aim at analyzing two perspectives of a successful foreign language learner, which are learner characteristics and learning conditions Besides that, some second language acquisition (SLA) theories are applied to give a clear relationship between them and the factors of a successful language learner On the other hand, this investigation will find out the suggestions for effective foreign language learning and teaching Research questions Because of the mentioned context above, the study seeks answers to the following major questions: What kind of five variables (including motivation, strategy, learning style, intelligence and aptitude) and conditions a successful language learner use? How can SLA theories have impacts on learner characteristics and learning conditions of the participant in this study? Data collection instruments Questionnaires The purpose of this study is to research on five different variables which affecting a successful language learner, so there are four questionnaires used in this study Motivation Types Questionnaire A questionnaire (see Appendix A) which is designed with thirty questions was adapted from Yihong et al (2007) Through this kind of questionnaire, the participant’s motivation is revealed There are seven areas in which the thirty questions of it have been grouped according to the source of the learner’s motivation: Fondness of the target language and other aspects related to it: positive feelings towards the target language, to its people and to its culture; Going abroad: the idea of visiting English speaking countries and become part of the target language speaking community; Immediate achievement: obtaining external reward or approval; Learning situation: the learning environment (materials, tutors, schedule); Social responsibility: learning English to full fill a sense of patriotismconsidering that one’s professional effort will contribute to the country’s improvement; Individual development: pursuing individual’s self recognition or an improvement in job opportunities; Information medium: Language is seen as a vehicle to access updated information The Strategy Inventory for language learning (SILL) Another questionnaire of learner’s strategies is also applied in this study(see Appendix B), which is called The Strategy Inventory for language learning (SILL) (Oxford, 1990) In this current study, the ESL/ EFL 50 items version 7.0 of SILL was employed as an instrument to investigate participant’s use of language learning strategies This version characterized into six subscales: memory strategies (items to 9), cognitive strategies (items 10 to 23), compensation strategies (items 24 to 29), metacognitive strategies (items 30 to 38), affective strategies (items 39 to 44) and social strategies (items 45 to 50) These SILL 50 items are evaluated on a five-point Likert scale ranging from to The number indicates the frequency the learner uses the strategies Always or almost always true of me Generally true of me Somewhat true of me =5 =4 =3 Generally not true of me =2 Never or almost never true of me =1 Perceptual Learning Style Preference Questionnaire Reid (1995) has developed learning style model and instrument called Perceptual Learning Style Preference Questionnaire (PLSPQ) particularly for learners of foreign language based on how students learn best using their perceptions: visual, auditory and kinesthetic preferences and also two social aspects of learning: group and individual preferences (see Appendix C) Perceptual Learning Styles • Visual : Visual students like to read and obtain information from visual stimulation These learners prefer using pictures, imageries, and spatial perceptions • Auditory : Auditory students are comfortable without visual input and learn from unembellished lectures, conversations, and oral directions • Kinesthetic: Kinesthetic students like lots of hands on movement and enjoy working They favor using body, hands, and tactile sense Social Learning Styles • Group (interpersonal): They favor learning in groups or with other people • Individual (intrapersonal): They prefer to work alone and to be a self reader PLSPQ consists of 30 self-report questions Subjects are expected to indicate how much they agree with each item on a scale from to when they learn English Each number notes certain measurement such as: (5) strongly agree, (4) agree, (3) undecided, (2) disagree and (1) strongly disagree Multiple Intelligence Test (MIT) Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book (Gardner, 1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry There are seven types of intelligence: Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial-Visual, Interpersonal and Intrapersonal with 70 questions evaluated on a five-point Likert scale ranging from to 4.(see Appendix D) Interview Besides the above technique, informal interviews were also applied At the interviews, the participants responded to four open-ended questions which had not been prepared before: What does the whole process of learning English mean to you now as a successful EF learner? In your opinion, what are elements of your learning conditions affecting your learning process? Please give detailed information as much as possible When did you take the CAE exam? Can you give me your separate score for each of the four skills (reading, writing, listening and speaking), use of English and an overall result for this exam? (see Appendix D) 10 Part F If I not understand something in SL, I ask the other person x to slow down or say it again I ask SL speakers to correct me when I talk x I practice SL with other students x I ask for help from SL speakers x I ask questions in SL x I try to learn about the culture of SL speakers x Worksheet for Answering and Scoring the SILL Name, Surname: Sex: M Date: F The blanks ( _) are numbered for each item on the SILL Write your response to each item (i.e., write 1, 2, 3, 4, or 5) in each of the blanks Add up each column Put the result on the line marked SUM Divide by the number under SUM to get the average for each column Round this average to the nearest tenth, as in 3.4 Figure out your overall average To this, add up all the SUMs for the different parts of the SILL Then divide by 50 Part A Part B Part C Part D Part E Part F Whole SILL 29 _ 10 24 30 _ 39 _ 45 SUM Part A _ 11 25 31 _ 40 _ 46 SUM Part B _ 12 26 32 _ 41 _ 47 _ SUM Part C _ 13 _ 27 33 _ 42 _ 48 _ SUM Part D _ 14 _ 28 34 _ 43 _ 49 _ SUM Part E _ 15 _ 29 35 SUM Part F 16 _ 36 _ 17 _ 37 _ 18 _ 38 _ 44 _ 50 _ 19 _ 20 _ 21 _ 22 _ 23 _ SUM _ _ _ ÷ 9= _ ÷14= SUM _ ÷ 6= _ ÷ 9= ÷ 6= ÷ 6= _ ÷50= _ (Overall Average) APPENDIX C Perceptual Learning Style Preference Questionnaire (Copyright 1984, by Joy Reid Explanation of learning styles was adapted from the C.I.T.E Learning Styles Instrument, Murdoch Teacher Center, Wichita, Kansas 67208 ) Directions: People learn in many different ways For example, some people learn primarily with their eyes (visual learners) or with their ears (auditory learners); some people prefer to learn by experience and /or by “hands-on” tasks (kinesthetic or tactile learners); some people learn better when they work alone while others prefer to learn in groups 30 This questionnaire has been designed to help you identify the way(s) you learn best – the way(s) you prefer to learn Decide whether you agree or disagree with each statement And then indicate whether you: Strongly Agree (SA) Agree (A) Undecided (U) Disagree (D) Strongly Disagree (SD) Please respond to each statement quickly, without too much thought Try not to change your responses after you choose them Please answer all the questions PERCEPTUAL LEARNING STYLE PREFERENCE QUESTIONNAIRE SA A U D SD When the teacher tells me the instructions I understand better I prefer to learn by doing something in class I get more work done when I work with others I learn more when I study with a group In class, I learn best when I work with others I learn better by reading what the teacher writes on the chalkboard someone tells me how to When 31 something in class, I learn it better When I things in class, I learn better I remember things I have heard in class better than things I have read 10 When I read instructions, I remember them better 11 I learn more when I can make a model of something 12 I understand better when I read instructions 13 When I study alone, I remember things better 14 I learn more when I make something for a class project enjoy learning 15 I in class by doing experiments 16 I learn better when I make drawings as I study 17 I learn better in class when the teacher gives a lecture SA 18 When I work alone, I learn better 19 I understand things better in class when I A U D SD participate in role-playing 20 I learn better in class when I listen to someone 21 I enjoy working on an assignment with two or three classmates 22 When I build something, I remember what I have learned better 23 I prefer to study with others 24 I learn better by reading than by listening to someone 25 I enjoy making something for a class project 26 I learn best in class when I can participate in related activities 27 In class, I work better when I work alone 28 I prefer working on projects by myself 29 I learn more by reading textbooks than by listening to lectures 30 I prefer to work by myself 32 SELF-SCORING SHEET Instructions There are questions for each learning category in this questionnaire The questions are grouped below according to each learning style Each question you answer has a numerical value: SA A U D SD Fill in the blanks below with the numerical value of each answer For example, if you answered Strongly Agree (SA) for question (a visual question), write a number (SA) on the blank next to question below Visual - When you have completed all the numerical values for Visual, add the numbers Multiply the answer by 2, and put the total in the appropriate blank Follow this process for each of the learning style categories When you are finished, look at the scale at the bottom of the page; it will help you determine your major learning style preference(s), your minor learning style preference(s), and those learning style(s) that are negligible 33 SELF-SCORING SHEET VISUAL TACTILE - _ 11 - _ 10 - _ 14 - _ 12 - _ 16 - _ 24 - _ 22 - _ 29 - _ 25 - _ Total _ x = _(Score) Total _ x = _(Score) AUDITORY GROUP - _ - _ - _ - _ - _ - _ 17 - _ 21 - _ 20 - _ 23 - _ Total _ x = _(Score) Total _ x = _(Score) KINESTHETIC INDIVIDUAL - _ 13 - _ - _ 18 - _ 15 - _ 27 - _ 19 - _ 28 - _ 26 - _ 30 - _ Total _ x = _(Score) Total _ x = _(Score) 34 Major Learning Style Preference 38-50 Minor Learning Style Preference 25-37 Negligible 0-24 EXPLANATION OF LEARNING STYLE PREFERENCES Students learn in many different ways The questionnaire you completed and scored showed which ways you prefer to learn English In many cases, students’ learning style preferences show how well students learn material in different situations The explanations of major learning style preferences below describe the characteristics of those learners The descriptions will give you some information about ways in which you learn best VISUAL MAJOR LEARNING STYLE PREFERENCE Your learn well from seeing words in books, on the chalkboard, and in workbooks You remember and understand information and instructions better if you read them You don’t need as much oral explanation as an auditory learner, and you can often learn alone, with a book You should take notes of lectures and oral directions if you want to remember the information AUDITORY MAJOR LEARNING STYLE PREFERENCE You learn from hearing words spoken and from oral explanations You may remember information by reading aloud or moving your lips as you read, especially when you are learning new material You benefit from hearing audio tapes, lectures, and class discussion You benefit from making tapes to listen to, by teaching other students, and by conversing with your teacher KINESTHETIC MAJOR LEARNING STYLE PREFERENCE You learn best by experience, by being involved physically in classroom experiences You remember information well when you actively participate in activities, field trips, and role35 playing in the classroom A combination of stimuli-for example, an audio tape combined with an activity-will help you understand new material TACTILE MAJOR LEARNING STYLE PREFERENCE You learn best when you have the opportunity to “hands-on” experiences with materials That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide you with the most successful learning situation Writing notes or instructions can help you remember information, and physical involvement in class related activities may help you understand new information GROUP MAJOR LEARNING STYLE PREFERENCE You learn more easily when you study with at least one other student, and you will be more successful completing work well when you work with others You value group interaction and class work with other students, and you remember information better when you work with two or three classmates The stimulation you receive from group work helps you learn and understand new information INDIVIDUAL MAJOR LEARNING STYLE PREFERENCE You learn best when you work alone You think better when you study alone, and you remember information you learn by yourself You understand new material best when you learn it alone, and you make better progress in learning when you work by yourself MINOR LEARNING STYLES In most case, minor learning styles indicate areas where you can function well as a learner Usually a very successful learner can learn in several different ways NEGLIGIBLE LEARNING STYLES Often, a negligible score indicates that you may have difficulty learning in that way One solution may be to direct your learning to your stronger style Another solution might be to try to work on some of the skills to strengthen your learning style in the negligible area 36 APPENDIX D Multiple Intelligences Test - based on Howard Gardner's MI Model Score the statements: = Mostly Disagree = Slightly Disagree = Slightly Agree = Mostly Agree Adults over 16 complete all questions Young people between 8-16 answer red questions only Statement Score I like to learn more about myself I can play a musical instrument I find it easiest to solve problems when I am doing something physical I often have a song or piece of music in my head I find budgeting and managing my money easy I find it easy to make up stories I have always been very co-ordinated When talking to someone, I tend to listen to the words they use not just what they mean I enjoy cross words, word searches or other word puzzles I don’t like ambiguity, I like things to be clear I enjoy logic puzzles such as 'sudoku' I like to meditate Music is very important to me I am a convincing liar I play a sport or dance I am very interested in psychometrics (personality testing) and IQ tests People behaving irrationally annoy me I find that the music that appeals to me is often based on how I feel emotionally I am a very social person and like being with other people I like to be systematic and thorough I find graphs and charts easy to understand I can throw things well - darts, skimming pebbles, frisbees, etc I find it easy to remember quotes or phrases I can always recognise places that I have been before, even when I was very young I enjoy a wide variety of musical styles When I am concentrating I tend to doodle I could manipulate people if I choose to I can predict my feelings and behaviours in certain situations fairly accurately I find mental arithmetic easy I can identify most sounds without seeing what causes them At school one of may favourite subjects is / was English I like to think through a problem carefully, considering all the consequences I enjoy debates and discussions 37 I love adrenaline sports and scary rides I enjoy individual sports best I care about how those around me feel My house is full of pictures and photographs I enjoy and am good at making things - I'm good with my hands I like having music on in the background I find it easy to remember telephone numbers I set myself goals and plans for the future I am a very tactile person I can tell easily whether someone likes me or dislikes me I can easily imagine how an object would look from another perspective I never use instructions for flat-pack furniture I find it easy to talk to new people To learn something new, I need to just get on and try it I often see clear images when I close my eyes I don’t use my fingers when I count I often talk to myself – out loud or in my head At school I loved / love music lessons When I am abroad, I find it easy to pick up the basics of another language I find ball games easy and enjoyable My favourite subject at school is / was maths I always know how I am feeling I am realistic about my strengths and weaknesses I keep a diary I am very aware of other people’s body language My favourite subject at school was / is art I find pleasure in reading I can read a map easily It upsets me to see someone cry and not be able to help I am good at solving disputes between others I have always dreamed of being a musician or singer I prefer team sports Singing makes me feel happy I never get lost when I am on my own in a new place If I am learning how to something, I like to see drawings and diagrams of how it works I am happy spending time alone My friends always come to me for emotional support and advice Gardner's Multiple Intelligences - descriptions, preferences, personal potential, related tasks and tests 38 Intelligence type Intelligence description Linguistic words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning Logical - logical thinking, mathmatical detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result Musical musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling Typical roles, preferences, potential writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voiceover artistes scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, dealmakers, troubleshooters, directors musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches Related tasks, activities or tests write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story Preferred learning style words language and perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions numbers logic and music, sounds, rhythm 39 Bodily - body movement Kinesthetic control, manual dexterity, physical agility and balance; eye and body coordination Spatial - visual and spatial Visual perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect perception of Interpersonal other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people dancers, demonstrators, actors, athletes, divers, sportspeople, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, craftspeople; gardeners, chefs, acupuncturists, healers, adventurers artists, designers, cartoonists, storyboarders, architects, photographers, sculptors, townplanners, visionaries, inventors, engineers, cosmetics and beauty consultants therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, salespeople, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics physical experience and movement, touch and feel design a pictures, shapes, costume; images, 3D interpret a space painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person human contact, communications, cooperation, teamwork 40 and what is now termed 'Emotional Intelligence' or EQ) self-awareness, Intrapersonal personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's SelfActualisation level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ consider and self-reflection, decide one's self-discovery own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window', and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model APPENDIX E 41 INTERVIEW QUESTIONS What does the whole process of learning English mean to you now as a successful EF learner? In your opinion, what are elements of your learning conditions affecting your learning process? Please give detailed information as much as possible When did you take CAE exam? Can you give me your separate score for each of the four skills (reading, writing, listening and speaking), use of English and an overall result for this exam? 42 43 [...]... Learning styles: Quite Revolution in American Schools Reston, Va: National Association of Secondary School Principals Gardner, H (1983) Frames of mind: The theory of multiple intelligences New York: Basic Books Gardner, H (1999) The disciplined mind : What all students should understand New York: Simon & Schuster Gouws, E., Kruger, N., & Burger, S (2000) The Adolescent (Second edition ed.) Sandown: Heinemann... styles: Diagnosing and prescribing programs Reston, VA: National Association of Secondary School Principals Lightbown, P M., & Spada, N (1993) How languages are learned (Third edition ed.) Oxford, R., L (1990) Language Learning Strategies: What every Teacher should know Boston, MA: Heinle & Heinle Publishers Reeve, J., M (2005) Understanding Motvation and Emotion (Fourth edition ed.) New Jersey: John... (5th ed.) New York: Pearson Education Inc Carroll, J B (1981) Twenty-five years of research on foreign language aptitude In K C Diller (Ed.), Individual differences and universals in language learning aptitude Rowley, MA: Newbury House Cornett, C (1983) What You Should Know about Teaching and Learning Styles Bloomington, IN: Phi Delta Kappa Ding, Y (2007) Text memorization and imitation: The practices... Styles in the ESL/EFL Classroom Boston: Heinle & Heinle Rubin, J (1975) What the "Good Language Learner" can Teach us TESOl Quarterly, 9(1), 41-51 Rubin, J (1981) Study of cognitive processes in second language learning Applied Linguistics, 11, 17-31 Scarcella, R., & Oxford, R (1992) The Tapestry of Language Learning: The Individual in the Communicative Classroom Boston: Heinle & Heinle Skinner, B., F (1938)... Learning: The Individual in the Communicative Classroom Boston: Heinle & Heinle Skinner, B., F (1938) The Behaviour of Organisms New York: Appleton Century Crofts Skinner, B., F (1957) Verbal Behavior London: Methuen Skinner, B., F (1974) About Behaviourism New York: Knop Stern, H., H (1975) What can We learn from the Good Language Learner? Canadian Modern Language Review, 31, 304-318 Thu, T., Hoang... with other students x 4 I ask for help from SL speakers x 5 I ask questions in SL x 6 I try to learn about the culture of SL speakers x Worksheet for Answering and Scoring the SILL Name, Surname: Sex: M Date: F 1 The blanks ( _) are numbered for each item on the SILL 2 Write your response to each item (i.e., write 1, 2, 3, 4, or 5) in each of the blanks 3 Add up each column Put the result on the... conditions of the participant Through the question number 3 of the interview, it is true that this participant has an high aptitude for language learning because of the statement of result in Cambridge English: Advanced CAE (CAE) exam in March of 2015 This exam is considered as proof of high-level achievement so this is reason why the author of this study gives the participant the interview question to find... proficient level Due to these reasons, the participant’s learning process seems more easily than others All in all, the learning conditions are accessible conditions surrounding us everyday Question 2: How can SLA theories have impacts on learner characteristics and learning conditions of the participant in this study? As mentioned before, there are two theories of learning language discussed in this... purposes The method applied in this study is called qualitative data IV – FINDINGS, RESULTS AND DISCUSSION 1 Results of analysis of learner characteristics, learning conditions and discussion Question 1: What kind of five variables (including motivation, strategy, learning style, intelligence and aptitude) and conditions do a successful language learner use? Motivation The 30 questions included in the... Language Review, 31, 304-318 Thu, T., Hoang (2009) Learning Strategies Used by successful Languag learners Alliant International University Woolfolk, A (2007) Educational Pychology (Tenth edition ed.) Boston: Pearson Education Yihong, G., Yuan, Z., Ying, C., & Yan, C (2007) Relationship Between English Learning Motivation Types and Self-Identity Changes among Chinese Students TESOl Quarterly, 41(1) 18 APPENDICES ... the language produced surrounding them and then, they formed habits of correct language use This theory pointed out the importance of the language environment which would shape the child’s language. .. and learning conditions of the participant Through the question number of the interview, it is true that this participant has an high aptitude for language learning because of the statement of. .. underlying rules of a language system on the basis of the samples of a natural language they are exposed to The participant in this study seemed totally absorbed in learning language when he