LEARNERS AND LEARNING ASSIGNMENT 4
LEARNERS AND LEARNING ASSIGNMENT 4
INTRODUCTION
Students learning English as a foreign language are often confronted with the challenge of learning and using English effectively. Some students seem to cope with the difficulties of language learning with great success and neither little effort, while for others the task is neither an enjoyable nor a successful one. What is it that makes learning a new language so easy for some and so difficult for others? One reason is that “each student has his/her own preferred way of learning that is determined by his/her cultural and educational background and personality” (Shoebottom, 2007).
BRIEF LESSON OUTLINE
In this assignment I evaluated differences in learners’ responses and considered ways in which the quality of their learning could be improved. The lesson was aimed to help the students understand and use the 2nd Conditional in the context of life survival. I designed a lesson of an escape survival plan at school which consisted in following rules of a fire exit plan in every room. It’s the kind of thing you always see on your hotel door, with a plan of all the exits, staircases, elevators and rooms. I gave them a fun and language rich way to use these plans in a zombie-infested building right here at school, of course, containing plenty of grammar-juice in it. ✔
STUDENT’S PROFILE
There are 20 students in my class. The learners described are intermediate students whose ages varied from 16’s to 17’s.I have been teaching them for about 9 months. They show great interest in language learning and most of them like my teaching approaches and interact with me well in class. 2/3 of the students are of average level of the class. They like to communicate in class but are weak at the accuracy of language.
DIFFERENCES IN LEARNERS’ RESPONSES AND ACHIEVEMENTS
Having observed and taught the class, I can figure out that each student has his/her own way of following my teaching stages and activities during
INTRODUCTION
Students learning English as a foreign language are often confronted with the challenge of learning and using English effectively. Some students seem to cope with the difficulties of language learning with great success and neither little effort, while for others the task is neither an enjoyable nor a successful one. What is it that makes learning a new language so easy for some and so difficult for others? One reason is that “each student has his/her own preferred way of learning that is determined by his/her cultural and educational background and personality” (Shoebottom, 2007).
BRIEF LESSON OUTLINE
In this assignment I evaluated differences in learners’ responses and considered ways in which the quality of their learning could be improved. The lesson was aimed to help the students understand and use the 2nd Conditional in the context of life survival. I designed a lesson of an escape survival plan at school which consisted in following rules of a fire exit plan in every room. It’s the kind of thing you always see on your hotel door, with a plan of all the exits, staircases, elevators and rooms. I gave them a fun and language rich way to use these plans in a zombie-infested building right here at school, of course, containing plenty of grammar-juice in it. ✔
STUDENT’S PROFILE
There are 20 students in my class. The learners described are intermediate students whose ages varied from 16’s to 17’s.I have been teaching them for about 9 months. They show great interest in language learning and most of them like my teaching approaches and interact with me well in class. 2/3 of the students are of average level of the class. They like to communicate in class but are weak at the accuracy of language.
DIFFERENCES IN LEARNERS’ RESPONSES AND ACHIEVEMENTS
Having observed and taught the class, I can figure out that each student has his/her own way of following my teaching stages and activities during
References: Shoebottom, P. 2007. Language learning styles. Retrieved on November 23, 2007 from http://esl.fis.edu/parents/advice/styles.htm Lightbown, P.M. & Spada, N. 2003. How Languages Are Learned. UK: Oxford University Press Williams, M., & Burden, L. R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press. Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237-260. Lamb, M. (2012). A self-system perspective on young adolescents’ motivation to learn English in rural and urban settings. Language Learning, 62, 997-1023.