CASE STUDY - LEARNER PROFILE

CHINESE STUDENT LEARNER PROFILE

Learner Identification

The following information about Ming Yu and his background was gathered
through informal interviews and chats over a period of 4 weeks.

General Background

Ming is a Twenty one year old second year University student from China. His
major course of study is Engineering, which is currently being completed at the
University of Wollongong. According to Ming, English is not only important for his
current studies (writing essays, group work etc), but also for future job prospects
as well. He is heavily focused on his current studies preferring to study then to
socialize with others. Ming achieved an overall IELTS test score of 7. He is also,
like most Chinese students, an only child.

Language Learning Background

Ming began learning English in Year 5 while attending a Chinese Speaking

School in his City. He describes what he can remember of his teaching in
elementary and junior middle school as boring. His lessons revolved around the
presentation of grammar rules and vocabulary, reciting passages from written
texts, with no group work and mainly the teacher presenting.

This sits well with what is known about the Chinese Traditional Method/Grammar
Translation Method of teaching. Simpson (2008) describes this method as being
predominately teacher centered textbook approach that relies on learning
through rote memorization and production of carefully prepared answers. Where
students are rarely given even a small opportunity to express their thoughts,
opinions or try to speak English (Qiuxian and Valentina 2009). It is important to
note that it is still in some parts used as the chief method of learning throughout
China.

Sometime In Middle school age his family moved to another city. In this school
whilst they still learnt English using the above methods it changed slightly. Ming
described it as having more of a communication focus with increased pair
work/group work and other additional activities such as role-plays that focused on
normal life. This sits well with the Communicative learning Theory, which is
currently the generally accepted way of teaching English in China.

Additional learning

Ming attended an extra curricular English class focusing mainly on grammar that
his parent sent him to whilst in Middle School.
Univeristy
He also attended ETS10 at Wollongong College Australia as a means of entering
Wollongong University. These last two years in Australia is the only chance he
has had to live in an English speaking environment.

Chinese Socio-Cultural Factors that have affected Ming’s English Learning.

Zhengshuan and Wenmiao (2006) describe Chinese learners as having;

 A passive classroom work style – Generally Chinese students are passive

preferring to remain silent in class.
 A culture of saving face - fear of making mistakes. "this is deeply rooted in
Chinese Culture and leads to many autonomous problems of Chinese
students"
 Hierarchical relationships - Respect age, seniority rank and family
background.
 A Teacher-centred classroom approach – the teacher is an authority
figure, students must show absolute respect and obedience. They hold all
the information and keys to learning.
 A Collectivist attitude to learning – Chinese students show a distinct
tendency towards learning as a group over individualism

Ming’s Chinese EFL Classroom Setup.

 Classroom Size about 30 people

 Materials – Textbooks, handouts
 Desks/Chairs – In set rows, however chairs did move for group and pair
work.
 Teacher – Chinese English Teacher
 Exposure to the target language – limited to classroom setting

Learning Style

Reid (1995) defined learning styles as habitual and preferred ways of absorbing,
processing, and retaining new information and skills. There are 3 basic types:
Visual, Auditory and Kinesthetic.

Ming’s self-described learning style is kinesthetic meaning he learns better

through doing. This fits with his choice of degree, which has a heavy focus on
hands on learning.

Other factors that influence the way Ming learns include:

Favoring working individually as opposed to group work.

Correction – Ming dislikes being corrected in front of people – prefers to be
corrected after class or in private.
Motivation

Motivation is one of the key affective factors that influences Language Learning.
Gardner and Macintyre (1993 cited in Mitchel and Myles, 2004, p.26) describe a
motivated student as someone who not only wants to achieve a particular goal
but also will devote a considerable amount of time and effort into achieving that
goal.

Ming’s Extrinsic Motivation

Ming Yu is motivated by a couple of key extrinsic factors. Firstly he is motivated

by the encouragement of his parents to do well at his studies and in his use of
English. They want him to get a good job that will be enough to support them
when they retire. Secondly he is extrinsically motivated by the highly competitive
job market for Engineers in China and must be proficient in order to secure a
good job.

Ming’s Intrinsic Motivation

Ming Yu is certain that having a high proficiency level in English will mean a
better job. He also mentioned he hopes to travel around the world and sees
English as a useful resource for making that easier.

Strengths and Weaknesses

The following strengths and weaknesses were collected purely through our chats
and interviews. They relate mainly to Ming’s spoken English and a little bit on his
reading ability.

Strengths in Speaking English

 ‘Turn Taking’ (Thornbury, 2009 pg 8-9)

INT: In china how often did you actually watch TV do you think?
Ming: “I think almost everyday I will uh…"

 ‘Self Monitoring and Repair’ (Thornbury, 2009 pg 5-6)

“…uh its always, there are always “

 Good grasp of overall concepts, scope of questions etc

 Able to argue and give opinion

Weaknesses in Speaking English

  ‘Pausing: Fillers’ (Thornbury, 2009 pg 7)
“…uh two male and uh there are uh almost uh…”
“…I will uh I watched TV, uh because uh…”

 ‘Pronunciation’ (Thornbury, 2009 pg 24)

Ming Reading - you’ll breathe clean country air
“You’ll bleas” clean country air.” 33sec “th sound turned into an s”
Chinese have difficulty pronouncing “r” and often replace with an “l” sound

 ‘Grammer – Incoherent Utterances/Wrong choice of Word’ (Thornbury,

2009 pg 7)
“uh if you can work… you can have a journal use use the time”

 ‘GRAMMAR - Tenses and verb forms’ (Thornbury, 2009 pg 22)

“…because uh it's kinda relax and…”
“…I enjoyed the TVs…”

 ‘Communication Strategies- appealing for help’ (Thornbury, 2009 pg 29-

30)
“…look at uh watch maybe what kind?”
“…is uh TV I just said that um um whats that?

Strengths in Reading

 Understood what he was reading.

 Paused in the correct places.

Weakness in Reading

 Monotone throughout very little stress on words.

 Ming had to focus quite hard and showed a lack of being able to predict
what was coming up next.

Conclusion

In conclusion, Ming has studied and worked hard to achieve his current level of
English proficiency. He holds fast to his motivations and is always on the look out
for opportunities to increase his ability and use of the English language.
References

Book

Mitchel, R. and Myles, F., 2004. Second Language learning theories 2nd Ed.
London: Arnold

Reid, J., 1995. Learning styles in the ESL/EFL classroom. New York: Heinle &
Heinle.

Thornbury, S., 2009. How to teach speaking. Longman Pearson: London

Journal Article

Simpson, S., 2008. Western EFL Teachers and East-West Classroom-Culture

Conflicts. RELC Journal 39(3), pp.381 – 394

Zhengshuan, L. and Wenmiao, S., 2006. Socio-cultural background and Chinese

English majors learning styles. Celea Journal (Bimonthly), 29(3), pp.465-500

Website

Qiuxian, C. and Valentina, K., 2009. Assessment and curriculum reform in

China : the college English test and tertiary English as a foreign language
education.[online]. Available at: < http://eprints.qut.edu.au/28346> [Accessed:
March 24 2010].