Two Young Learners Response

Introduction
This assignment aims at describing and evaluating differences in two young learners’ responses to a taught lesson on the topic of describing a country and considers ways in which the quality of the learning can be improved.

1. Learners’ responses

Sophia Navarro Minosso is an energetic eleven-year-old elementary female learner who has been studying English for about 3 years. Although at most times she seems to understand what is said in class, she constantly asks for help due to her lack of confidence as an English learner. Having been her teacher before, I learnt the reasons for that: her classmates at her regular school perform visibly better when speaking and used to repeatedly correct her in an impolite manner when she spoke
He is a self-motivated learner and receives a great amount of support from his parents. He appreciates participating in class and feels confident to take risks. He displays a very positive attitude towards learning English and the group is aware of that and has a good relationship with him. He enjoys talking and interacting both with the teacher and with his peers. Having said that, I feel that his predominant intelligence is the interpersonal one, because his behavior in class reflects what is stated by Puchta & Rinvolucri (2005:8): “Central to this intelligence is the ability to listen to what the other person seems to be saying …to be able to gain good rapport with another person, and to be adept at negotiation and persuasion.”. Every time I asked a question to the whole group, Leonardo would attempt to respond. Overall, his positive attitude towards learning has impacted his progress, especially his spoken production. Also, his predominant cognitive style is impulsive, as stated by Christison in Nunan (2003:270) “…learns more effectively when they can respond to new information immediately…”. During the lesson, his peers have also profited from his supportive approach in the speaking activities. Moreover, his participation in the T-WG interactions helped lower other learners’ affective filter and encouraged them to do the same. Contrary to
This will help me better assess their impressions on their learning as well as make decisions that lead them towards a more effective and personalized learning experience. This constant communication about the learning experience that will take place will help students to develop their critical thinking skills (Crawford, 2005) and enable them to take more responsibility for their own learning, providing both learners and their group with an opportunity to build a more student-centred lesson (Wilson,