Identifying Learner's Needs
Cambridge CELTA Written Assignment 1: Focus on the Learners
Part A: Student profile:
Personal Information:
Previous Language Learning Experience:
Chien has been studying English for two years, of which only the last three months have been at English teaching centres; the rest of her English learning has been self-taught. Because of this, her pronunciation and listening skills are not as good as they should be for an intermediate level student. She is conscious of this fact and this negatively affects her participation in open class feedback after reading or listening activities, as she does not feel confident enough to speak out. Nevertheless, she wants to improve her spoken English and works enthusiastically in student to student conversation based activities. Before coming to xxxxx to study, she attended another institution for two months where she had a native speaker as a teacher, who focused, mostly on grammar, listening and writing skills, but less on speaking and reading skills.
Chien has been studying the language because she likes it, and one of her goals is "to learn English well". This intrinsic motivation1 is what first moved her to study the language by herself and, later, to join language teaching centres to improve her overall language skills. Her secondary motivation is an instrumental motivation2: her goal of going to Japan and doing a Master 's course at one of the universities that offer this programme in English.
In class, Chien prefers reading comprehension, speaking and listening activities, and playing games. She wants the teacher to correct all the mistakes she makes when speaking, after the activity has finished and to have all her writing mistakes corrected; she thinks that this will help her develop her productive skills and achieve the level of English she wants to reach. Based on my observations of teaching practice and on her comments on her preferred class activities, I think Chien 's preferred learning style is a
Part A: Student profile:
Personal Information:
Previous Language Learning Experience:
Chien has been studying English for two years, of which only the last three months have been at English teaching centres; the rest of her English learning has been self-taught. Because of this, her pronunciation and listening skills are not as good as they should be for an intermediate level student. She is conscious of this fact and this negatively affects her participation in open class feedback after reading or listening activities, as she does not feel confident enough to speak out. Nevertheless, she wants to improve her spoken English and works enthusiastically in student to student conversation based activities. Before coming to xxxxx to study, she attended another institution for two months where she had a native speaker as a teacher, who focused, mostly on grammar, listening and writing skills, but less on speaking and reading skills.
Chien has been studying the language because she likes it, and one of her goals is "to learn English well". This intrinsic motivation1 is what first moved her to study the language by herself and, later, to join language teaching centres to improve her overall language skills. Her secondary motivation is an instrumental motivation2: her goal of going to Japan and doing a Master 's course at one of the universities that offer this programme in English.
In class, Chien prefers reading comprehension, speaking and listening activities, and playing games. She wants the teacher to correct all the mistakes she makes when speaking, after the activity has finished and to have all her writing mistakes corrected; she thinks that this will help her develop her productive skills and achieve the level of English she wants to reach. Based on my observations of teaching practice and on her comments on her preferred class activities, I think Chien 's preferred learning style is a
Bibliography: Harmer, Jeremy. How to Teach English: An Introduction to the Practice of English Language Teaching. Harlow: Longman, 1998. Print. Harmer, Jeremy. The Practice of English Language Teaching. London: Longman, 1991. Print. Oxenden, Clive, and Christina Latham-Koenig. New English File Intermediate Student 's Book. Oxford: Oxford UP, 2006. 157-59. Print.