Focus on the learner assignment
Focus on the learner
1. The learner’s background
1.1. The learner (will be also referred to as “the student”) comes from Paris, France. He is a twenty-five year old male and he came to Australia two weeks ago. Back in France the learner worked as a children’s educator, and his current aspirations are to learn English well enough to find a job in education sector in Australia.
1.2. The student learned English at school, where the approach was teacher-centered with a lot of grammar and few opportunities for speaking (the traditional model), so the learner did not enjoy it. The learner acquired a lot of passive knowledge, which he started activating upon arrival to Australia by interacting with people from other cultures, who did not speak any French.
1.3. The learner has a strong motivation for learning and he regularly attends English classes in NAVITAS.
According to David A. Kolb's model, which is based on the “Experiential learning Theory”, the learner tends to experience-grasping approach and ??? can be described as “Accommodator” in the context of this theory (A. Kolb, 1984). That means that the student prefers to learn by doing (“hands-on” activities) and likes clear and concrete instructions. In the classroom he is generally very active and participates in all group discussions and likes brainstorming activities as well as problem-solving tasks EVIDENCE. Following Neil D. Fleming's VARK model, we can say that the student combines features of kinesthetic and audio learner (Leite, 2009). He likes moving around, so during the lesson it’s important to provide him with physical activities, as well as giving him plenty of chances to practice speaking and pronunciation.
2. Language analysis: the learner’s strengths in relation to language and skills
The learner successfully uses Past Simple tense to reflect on past events, clearly indicating the knowledge of meaning, form and pronunciation of this language item (“I lived in France”, “I learned English at
1. The learner’s background
1.1. The learner (will be also referred to as “the student”) comes from Paris, France. He is a twenty-five year old male and he came to Australia two weeks ago. Back in France the learner worked as a children’s educator, and his current aspirations are to learn English well enough to find a job in education sector in Australia.
1.2. The student learned English at school, where the approach was teacher-centered with a lot of grammar and few opportunities for speaking (the traditional model), so the learner did not enjoy it. The learner acquired a lot of passive knowledge, which he started activating upon arrival to Australia by interacting with people from other cultures, who did not speak any French.
1.3. The learner has a strong motivation for learning and he regularly attends English classes in NAVITAS.
According to David A. Kolb's model, which is based on the “Experiential learning Theory”, the learner tends to experience-grasping approach and ??? can be described as “Accommodator” in the context of this theory (A. Kolb, 1984). That means that the student prefers to learn by doing (“hands-on” activities) and likes clear and concrete instructions. In the classroom he is generally very active and participates in all group discussions and likes brainstorming activities as well as problem-solving tasks EVIDENCE. Following Neil D. Fleming's VARK model, we can say that the student combines features of kinesthetic and audio learner (Leite, 2009). He likes moving around, so during the lesson it’s important to provide him with physical activities, as well as giving him plenty of chances to practice speaking and pronunciation.
2. Language analysis: the learner’s strengths in relation to language and skills
The learner successfully uses Past Simple tense to reflect on past events, clearly indicating the knowledge of meaning, form and pronunciation of this language item (“I lived in France”, “I learned English at