Learner Variables

Learner Variables

In what aspects do the learners differ?

• Individual differences:
• the reasons for learning the L; linguistic level/competence; previous learning experiences; learning styles; skills and aptitudes; memory; motivation; intelligence; speeds of working and learning; preferences for working with others or individually; topics the learner find interesting, etc. (partially adopted from Scrivener, 2005, 63);

A/ Age

• - a major factor in the decision about the content and method of teaching (different needs, competences, cognitive skills (children – acquire through play x adults – abstract thought);
• - stereotypes commonly held about age and learning (children learn faster, effortlessly; the adolescents are unmotivated and uncooperative, the adults have too many barriers to learning…) (Harmer, 2001, p. 37)

Young children (up to 9-10)

• Respond to meaning even if they do not understand individual word;
• Learn indirectly rather than directly – take in information from all sides;
• Their understanding also comes from what they see and hear, touch, interact with;
• Display enthusiasm for learning and curiosity;
• Are keen to talk themselves (about themselves);
• Have a limited attention span (10 minutes);

(Harmer, 2001, 38)

Advice: change the activities to provide a variety of sources, work with the pupils individually and in groups, adjust the look of the classroom to fit the needs of the learners; as children like discovering things and have imagination, get them involved in puzzle-like activities, games, physical movement and songs;

• Advice: change the activities to provide a variety of sources, work with the pupils individually and in groups, adjust the look of the classroom to fit the needs of the learners; as children like discovering things and have imagination, get them involved in puzzle-like activities, games, physical movement and songs;