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Case Study - Learner Profile
Case Study - 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.
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.
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.
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 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.
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 Reading
Weakness in Reading
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.
Journal Article
Website