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iii Harmer (2001). The Practice of English Language Teaching, Ch 3 4. CHAPTER 3 : DESCRIBING LEARNERS Age

Young Children They respond to meaning They often learn indirectly Their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with; They are enthusias and curious They have a need for individual attention and approval from the teacher

Adolescents They so much less motivated and present outright discipline problems They search for individual identity- this search provides the key challenge for this age group; Peer approval may be considerably more important for the student than the attention of the teacher, Linking language teaching far more closely to the students everyday interests through, in particular, the use of humanistic teaching.

Adults Can engage with abstract thought. Have a whole range of life experiences to draw on; Have expectations about the learning process Tend to be more disciplined, and often prepared to struggle on despite boredom Can be critical of teaching methods;

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Learner Differences

Aptitude (skills) test: to measure general intellectual ability Aptitude

Good Learner Characteristics

Tolerance of ambiguity Ego involvement High aspirations Goal orientation Creativity Perseverance

Learner Style

Convergers Conformists Concrete learners Communicative learners

Individual Variation

Neuro-linguistic programming Multiple Intelligence

Start with the recognition of students as individual as well asbeing members of a group What to do with Establish who the different students individual differences

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Motivation

Motivation Some kind of internal drive which pushes someone tod do things in order to achieve something

Extrinsic Motivation

Intrinsic Motivation

The society we live in

The method

Sources of Motivation

Significant others

The teacher

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CHAPTER 4 : DESCRIBING TEACHERS The Roles Of A Teacher

Controller

Organising student to do various activities Getting students involved Giving information to the students

Assessor

Offering feedback on performance Corrections and grading students in various way

Prompter

Encouraged students when they lose the thread of what's going on Occasionally offer words/phrases suggesting students say something Teacher standing back from the activity, letting learners get on with it. Giving feedback and/or correcting mistakes. Join in not as a teacher, but as a participant in our own right. Enliven things from the inside instead of Offer guidance to where they can go and look for the information. Help them to become more independent in their learning generally. Working with individuals or small groups, combining the roles of prompter and resource. More personal contact gives the learners a real chance to feel supported and helped. Observe what the pupils do especially in oral communicative activities Judge the success of the different materials and activities we take into the lessons

Participant

Resource

Tutor

Observer

Performer

Knowing that different teacher act differently

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