than teaching listening in the classroom. My learners‚ who are living and studying in Australia‚ often view understanding the news as a major achievement in their listening development. It is an authentic text that they have free‚ repeated access to on a daily basis. However‚ lower level learners often view news reports as something that is above their level and totally incomprehensible. My aim is to develop my teaching of strategies to help learners become more successful in understanding news
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teaching and other related concepts. The adult learner has strong desire to learn and know what they want in life although they may not be obligated to learn. These types of learners came from various background‚ educational background‚ ages‚ career‚ religion and life experiences but they all have one thing in common and that is their desire to learn. Adult learning is closely related to professional development with assumptions that adult learner need to know‚ need to learn self-concept‚ role
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Negotiating with Learners It is important at the start of any learning experience for learners to have a clear understanding of their prior knowledge‚ skills and current learning needs. To assist learners in taking ownership of their learning experiences‚ teachers can initiate negotiations with learners through the prior use of discussions and assessments to enable negotiations to take place through reflective discussions‚ resulting in establishing personalised learning agreements. As highlighted
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The Good Learner Good learners are good listeners precisely because the motivation to listen plays one of the most crucial roles throughout their learning process. Michael Nichols‚ PhD‚ once quoted in his book‚ The Lost Art of Listening‚ that “To listen is to pay attention‚ take an interest‚ care about‚ take to heart‚ validate‚ acknowledge‚ be moved and appreciate.” (p.14). When learners are motivated to pay attention and take interests‚ the desire for self-learning naturally take place. As their
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Selma Pasanbegovic Assignment 1 – Focus on the Learner Task a: Learner’s Background For the purpose of this assignment I chose Feruza‚ an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years
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motivated‚ active learner? A self-directed learner is someone who is very independent in learning and does not fear to be self-disciplined in learning. He or she takes responsibility for their own learning. An intrinsically motivated learner is someone who participates in learning activities because of an inward satisfaction of contentment rather than the outward rewards. An intrinsic learner derives inner pleasure from learning. He or she is motivated internally. An active learner consciously engages
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Assignment 2: focus on the learner 1- Background to the learner: My student is called Samir Salem Abdullah Al-Ahsani. He is an Omani student working as an employee in the Bouhelba Company. He speaks Arabic which is his mother tongue and a little English. He’s at the elementary level at Polyglot Institute. He first studied English in the Omani public schools where he didn’t learn much according to him. He felt he couldn’t respond ‚when talked to in English‚ and needs to improve his speaking
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ways that a person can learn‚ some through a combination of multiple. There are auditory learners‚ there are visual learners‚ and lastly there are kinesthetic learners. An auditory learner is one who “has a preference for the transfer of information through listening: to the spoken word‚ of self or others‚ of sounds and noises. These people will use phrases such as ‘tell me’…” (citation 2). A visual learner is one who “has a preference for seen or observed things… These people will use phrases such
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2. Motivation What is motivation? Ways to motivate learners I. Feedback II. Grouping learners based on ability III. Promote co operation over competition 3. Communication I. What is communication II. The communication process III. Effective communication IV. Effective listening V. Non verbal communication 4. Interpersonal relations between learners and the educator I. Importance of interpersonal relations between learners and the educator II. Ways to promote good relations
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begging of the qualification so the assessor can see if the learner has skills‚ competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other
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