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1. NATIONAL INSTITUTE OF BUSINESS GROUP II KAO CHANNITA HOUT VANNY CHEA SINA DESCRIBING LEARNERS AND TEACHERS LECTURER: MHALOU DELA SIERRA

2. Heading Basic Principles Learners Teachers Conclusion

3. I. Basic principle

4. 1. Learning is more important than teaching Final test is not show how teacher performed but whether the students learned. The most important role of the teacher is to make thing happen, but the purpose is activating the students.

5. 2. Teach the student, not the book Teachers tend to follow the book, deciding in advance how long they can spend on each unit. But the objective of the course is to teach the students, not finish the book. It may be necessary to abandon the day’s lesson plan because the students raise difficulties.

6. 3. Involve student in the learning process It is a good idea to begin a new course by discussing with student - why they are learning English. - what uses they see for English they learn. - what they expect to happen in the classroom. - Tell the benefits of our subject.

7. 3. Involve student in the learning process ( cont ) Students’ motivation will almost be better if they see the purpose of what they are doing. There is no short cut to learn, but you can make it easier for students. The more the student feel involved in the process of learning, the more successful and enjoyable they will find it.

8. The teachers questioning the student, not telling. It constantly provides the teacher with an idea of the students’ previous knowledge and understanding. 4. Don’t tell students what they can tell you

9. Such an approach reflects accurately the roles of teacher and student in a classroom which emphasizes that learning is more important than teaching.

10. 5. Show your reaction to what student say If you are surprised, shocked, curious, doubtful .etc. make sure that you show in your general reaction, in what you say, and in how you say it.

11. 6. Students need practice, not you The more the teacher talks, the less opportunity the students have to speak.

12. Explaining when they don’t need. Repeating themselves unnecessarily (for example, when asking a question). Answering for students without waiting long enough. Correcting too much and too quickly. Talking about something which interests them, but not necessarily for students. Talking unnecessarily about the process of the lesson. Teachers should beware all of the following

13. 7. Don’t emphasize difficulties Learning a foreign language well is difficult. But teachers should not make subject seem more difficult. Teachers need to be realistic about difficulties. Teachers need to be told difficulty in advance.

14. 8. Vary what you do, and how you do it If the teacher always does the same things in the same way, the students will be bored

15. 9 . Activities and relationships in the classroom change ( T-C) ( T-S) (S-T) ( S-S )

16. The teaching time should be spent making students aware of why certain thing will help them, and why others will not. 10 . Students need to learn how to learn

17. The more students understand about the process of learning the foreign language, the more they will be able to take responsibility for their own learning.

18. 11. Useful and fun is better than either alone Student are unlikely to be very successful at learning anything unless they enjoy the process.

19. II. Learners - A person who is learning a subject or skill . (Google)

20. What makes a good learner?

21. Characteristics of the good language learner Tries to get a message across event if a specific language knowledge is lacking Is willing to make mistakes Constantly looks for patterns in the language Practices as often as possible Analyses his or her own speech and the speech of others

22. Attends to whether his or her performance meets the standards he or she has learned Enjoys grammar exercises Begins learning in childhood Has an above-average IQ Has good academic skills Has a good self-image and lots of confidence

23. Researcher on Learner Characteristic Researchers are interested in finding out whether an individual factor such as motivation affects second language learning. The test and the questionnaire are both scored and the researcher performs a correlation on the two measures, to see whether learners with high scores on the proficiency test are also more likely to have high scores on the motivation questionnaire.

24. The term “intelligence” has traditionally been used to refer to performance certain kinds of tests. Many studies using a Varity of intelligence (IQ) tests and different methods of assessing language learning have found that IQ scores were a good means of predicting how successful a learner would be. Intelligence

25. Ex: In a study with French immersion students in Canada, it was found that, while intelligence was related to the development of French second language reading, grammar, and vocabulary, it was unrelated to oral productive skill. It is important to keep in mind that “intelligence” is complex and that individuals have many kinds of ability and strengths, not all of which are measured by traditional IQ tests.

26. This is evidence in the research literature that some individuals have an exceptional “aptitude” for language learning. Ex: CJ… The most widely used aptitude test are the Modern language Aptitude Test (MLAT) and the Pimsleur language Aptitude Battery (PLAB). Aptitude

27. Both tests are based on the view that aptitude is composed of different types of abilities: 1. the ability to identify and memorize new sound 2. the ability to understand the function of particular words in the sentences 3. the ability to figure out grammatical rules from language sample 4. memory for new words 5. with the adoption of a more communicative approach to teaching

28. Successful language learner may not be strong in all of the components of aptitude. Example: by Marjorie Wesche (1981) In a Canadian language program for adult learners of French, students were placed in an instructional program which was compatible with their aptitude profile and information about their learning experiences.

29. Personality A number of personality characteristics have been proposed as likely to affect second language learning, but it has not been easy to demonstrate their effects in empirical studies. Several other personality characteristic such as Self-esteem empathy dominance talkativeness and responsiveness have also been studies

30. Another explanation which has been offered for the mixed findings of personality studies is that personality variables maybe a major factor only in the acquisition of conversational skills, not in the acquisition of literacy skill. Despite the contradictory results and problems involved in carrying out research-in the area of personality characteristics, many researchers believe that personality will be shown to have an important influence on success in language learning .

31. Motivation and Attitudes Motivation in second language learning is a complex phenomenon which can be defined in terms of two factors: learners’ communicative needs and their attitudes towards the second language community. If learners need to speak the second language in a wide range of social situations or to fulfill professional ambitions, they will perceive the communicative value of the second language .

32. Robert Gardner and Wallace Lambert (1972): integrative motivation: refer to language learning for personal growth and cultural enrichment instrumental motivation: for language learning for more immediate or practical goals.

33. Defining motivation Motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Marion Williams & Richard Burden suggest that motivation is “a state of cognitive arousal” which provokes a “decision to act” as a result of which there is “sustained intellectual and physical effort” so that the person can achieve some “previously set goal”

34. Sources of motivation The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. the society we live in significant others the teacher the method

35. Increasing and directing student motivation is one of a teacher’s responsibility Initiating and sustaining motivation As, though as Dick All Wright argued, we can not be responsible for all of our students’ motivation. goal and goal setting learning environment interesting classes

36. Motivation in the classroom setting In a teacher’s mind, motivated students are usually those who participate actively in class, express interest in the subject-matter, and study a great deal. Graham Crookes and Richard Schmidt(1991) has reported increased levels of motivation for students in relation to pedagogical practices included: Motivating students into the lesion Varying the activities, tasks, and materials Using co-operative rather than competitive goals

37. Learner preference The term “learning style” has been used to describe an individual’s material, habitual, and preferred way of absorbing, processing, and retaining new information and skills. Learning style: field independent: refers to whether and individual tends to separate details from the general background or to see things more holistically. field dependent: is based on the individual’s temperament or personality.

38. Learner beliefs Second language learners are not always conscious of their individual learning styles, but virtually all learners, particularly older learners, have strong beliefs and opinions about how their instruction should be delivered. learners’ preferences for learning, whether due to their learning style or to their beliefs about how language are learned, will influence the strategies, and learn new material.

39. Age of acquisition Younger learners in informal language learning environments usually have more time to devote to learning language. They often have more opportunities to hear and use the language in environments where they do not experience strong pressure to speak fluently and accurately from the very beginning.

40. Critical Period Hypothesis Most studies of the relationship between age of acquisition and second language development have focused on learns’ phonological (pronunciation) achievement.

41. What is teacher? Actors Orchestral conductors Gardeners III. Teachers

42. Cambridge International Dictionary of English Teacher means to give(someone ) knowledge or to instruct or train(someone ). Longman Dictionary of Contemporary English Teacher means to show somebody how to do something or to change somebody’s ideas’.

43. The roles of teacher Controller Take the roll, tell students things, organize drills, read aloud, and in various other ways exemplify the qualities of a teacher-fronted classroom. Organizer Giving the students information, telling them how they are going to do the activity, putting them into pairs or groups, and finally closing things down when it is time to stop.

44. Assessor Offering feedback and correction and grading students in various way. Prompter Tell students when they forget the word Participant Students who stand back from the activity, letting the learners get on with it and only intervention later.

45. Resource Students might ask how to say or write something or what a word or phrase means. Tutor Going around the class, staying briefly with a particular group or individual, offer the sort of general guidance we are describing.

46. Observer Give them useful group and individual feedback. Which role? The role that we take on is dependent, as we have seen, on what it is we wish the students to achieve.

47. The teacher as performer They clearly went into performance mood when they entered the classroom. Activity How the teacher should perform 1. Team game Energetically, encouragingly, clearly, fairly 2. Role-play Clearly, encouragingly, retiringly, supportively 3. T eacher teaching aloud commandingly, dramatically, interestingly 4. Whole-class listening Efficiently, clearly, supportively

48. The teacher as teaching aid Mime and gesture Language model Provider of comprehensible input

49. IV. Conclusion