Adolescents - Opinions differ; adolescents making difficult learners x being the best language learners (the L1 – a well comprehended system, both imaginative + abstract thinking, great potential for creativity, passionate commitment to things which interest them, speed, humour…;
- Possible problems – peer approval important, sometimes problems with discipline, motivation;
Advice: to provoke students´ engagement with material which is relevant and involving; bolster your students´ self-esteem and be conscious of their need for identity), (humanistic teaching, own experience); - Advice: to provoke students´ engagement with material which is relevant and involving; bolster your students´ self-esteem and be conscious of their need for identity), (humanistic teaching, own experience);
Adult learners - Can engage with abstract thought (learning consciously);
- Have a range of life experiences (may have experienced failure or criticism);
- May have their own set of patterns of learning (and can be critical of unfamiliar teaching methods);
- Tend to be more disciplined (despite boredom);
- Often have clearly set goals – why they are learning and what they want to use it for;
- Advice: to minimise the bad effects of past learning experience, offer achievable activities, respect the students´ learning tastes;
B/ Language Levels - crucial influence on methodology, language, topics;
- original division – beginners x advanced
- call for more specific differentiation + unification of the taxonomy – Common European Framework of Reference for Languages (Council of Europe, 2001):
´intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe´ - ´intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe´
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