Innovation in Language Learning

Diagnostic Analysis directed learning, has been well accepted, discussed and applied in many foreign or second language teaching settings. It provides instructors ‘lab tests” for individualized teaching and guidance for effective learning. This study presents Taoist based Chinese medicine thinking to diagnostic analysis of learning. It borrows Chinese medicine thinking of seeking for solutions for the recovery of entire body health. Just as van der Greef, professor of analytical bioscience, points out that Chinese medicine diagnoses through the symptoms of the patient described and appearances, then seeks to address the overall systemic problem. The integration of this thinking with diagnostic analysis, teaching and learning efficiency are seen in practice both boosted and longtime effectiveness achieved. This is because the approach to learner’s learning style, personality and motivation in diagnostic analytical assessments is a survey or experiment based process, and is also a bottom up process that is good for short term effect. When Chinese medicine thinking is joined, the same problem will be examined and reviewed from a holistic perspective, and factors that shape the learner’s learning style, personality and motivation, such as family, education, culture and environments are all taken into consideration. Thus a comprehensive treatment plan of the same problem is put in effect and expected learning results are achieved.

This study is composed of three parts:

1. Discuss DA directed learning and features of survey based DA tools such as Barsch Learning Style inventory, E & L learning style questionnaire, Cattell’s 16 Personality Factors Test, and motivation questionnaire and their applications in short and long term classrooms.
2. Discuss features of Chinese medicine thinking and its application and effectiveness in both short and long term foreign/second language teaching and learning settings.
3. From products to practice. Demonstrate how Chinese medicine thinking and diagnostic analysis of learning are integrated to achieve effective teaching and learning.

At the end of the presentation, audience will walk away with a clear idea how diagnostic analysis of learning and Chinese medicine thinking affect effective learning respectively and how the combination of the two works even better.

References
[1] Cao C and Brown B. “Understanding Chinese Medicine And Western Medicine to Reach the Maximum Treatment Benefit”. Journal of Translational Science, OAT.   Vol.5 p1. https://www.oatext.com/pdf/JTS-5-334.pdf
[2] van der Greef J (2010) Systems biology-based diagnostic principles as pillars of the bridge between Chinese and Western medicine. Planta medical 76: 2036-2047.
[3] Betty Lou Leaver, Madeline Ehrman, Boris Shekhtman (2011) Achieving Success in Second Language Acquisition. Cambridge University Press