Jeremy HarmerChapter One:

“Learners”

Kathrine Tatlonghari

September 10, 2012

SLS 303

+Overview

Reasons for learning Different Contexts for learning Learner Differences The importance of student motivation Responsibility for learningProvide possible solutions

+Reasons for learning English is the global language Many have different reasons for

learning English (or a second/foreign language)

Moved into a target-language community

English for a Specific Purpose (ESP) Example: Business English

English for Academic Purposes (EAP)

+Key Point

The purpose for learning affects what Ss want/need to learn and influences what they are taught.

+Context for learning

Examples Influence of schools: Large classes VS one-to-one teaching In-school VS In-company teaching Real VS Virtual learning environment

Key points: Size of class affect how we teach School Curriculum/ Learner Outcomes

Teach to the test

+Learner Differences

AgeLearning Styles: Multiple

Intelligences (Spatial, Kinesthetic, etc)

Levels of KnowledgeEducational & Cultural

Background

Three Ages: Children, Adolescents, and Adults

Possible Problems Possible Solutions1. Behavior Issues,

Attention Span

2. Self-Esteem, Identity Issues

3. Past experiences & stronger views about teaching methods

1. Teachers should provide:

• Individual attention and provide feedback

• Appropriate lessons & time span

+Levels of Knowledge

Basic distinctions: BEGINNER, INTERMEDIATE, ADVANCED

Key Points: Problem: success is less obvious as you advance Ss hit “Plateau effect”

Encourage continuation of learning Provide multiple appropriate challenges

Common European Framework (p. 17-18)

Educational/Cultural BackgroundPossible Problems Possible Solutions

• Range of cultural backgrounds

• Different expectations of teaching and what learning should involve

• Opinions of classroom topics/practices

• Teaching Methods:1. Learning by rote

(memorizing)2. Learning by doing (Ss

involvement)

• T should be sensitive to different backgrounds

• T should offer topics and different teaching technique

• T be able to explain what and why materials and topics will be used without offending Ss

Student Motivation Extrinsic Motivation – motivation Ss bring into

classroom from the outside Society, family, peers

Example: I learned Tagalog in order to speak to my relatives in the Philippines

Intrinsic Motivation – motivation generated inside classroom

T methods, activities Ss perception success/failure

Example: Katipunan Club: Dramafest & Songfest Motivated to learn how to speak the language proficiently so that

we can win the contest (bragging rights!)

Student MotivationPossible Problems Possible Solutions

1. Ss may become bored

2. Ss lose motivation

1. Select appropriate level of challenge

2. Create a support system

3. Encourage by word and deed

4. Teachers should also follow through on their objectives

Responsibility for learning Encourage

responsibility Learner Autonomy! Possible problem:

Cultural backgrounds may be against Learner Autonomy

Possible Solution: Gradually extend

students’ role in learning VS imposing

+Examples of Learner Autonomy (p.21) Encourage Ss to:

Solve a reading puzzle on their own VS explanation from T

Use monolingual learners’ dictionaries Early stages (ok to use bilingual dictionaries

gradually merge independence from T)

T give resources for individual research: Self-Access Centers Library books

+Summary

Talked about importance of motivation, learner differences, and learner levels and how to cater to their needs.

All learners have their own expectations with learning and the best we can do is to offer support and be sensitive with Ss differences and at the same time encourage autonomy.

“Real motivation comes from within each individual, from the students themselves.”

(p21)

Any questions?

+Discussion Questions1. Define Intrinsic/Extrinsic Motivation

2. How might Education/Cultural background affect a teacher’s pedagogical approach in a classroom?

3. Scenario:   Suppose I am a new student from the Philippines. I

am enrolled in 10th grade English Language Arts and was assigned to write a 3-page paper on the story of Beowulf due the following week. I have an upper-intermediate knowledge of English but am intimidated by my English-speaking classmates. As a teacher, what might you do to motivate my completion of the assignment?

+Wrap Up/ THANK YOU!

More resources: SLS 302 – “How Languages are Learned”

by Lightbown & Spada More on Harmer:

“How to teach listening, speaking, reading, writing, grammar, culture and etc.” series by Harmer