EFL LEARNERS

EFL LEARNERS. CHARACTERISTICS: 

EFL LEARNERS. CHARACTERISTICS

AGE: 

AGE CHILDREN. CHARACTERISTICS They respond to meaning even if they do not understand individual words. 2) They often learn indirectly rather than directly that is they take information from all sides, learning from all sides, learning from everything around them rather than only focusing on the precise topic they are being taught. 3) Their understanding comes not just from explanation, but also from what they see and hear. 4) They generally display an enthusiasm for learning and curiosity about the world around them.

AGE: 

AGE CHILDREN. CHARACTERISTICS They have a need for individual attention and approval from the teacher. They are inclined to talk about thems,elves , and respond well to learning that uses themselves and their own lives as main topics in the classroom. They have a limited attention span, unless the activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so.

age: 

age SO, THE EFL TEACHER SHOULD: Provide a rich diet of learning experiences, which encourages their students to get information from a variety of sources. Work with their students individually and in groups, developing good relationships. Plan a range of activities for a given time period, and be flexible enough to move on to the next exercise when they see their students are getting bored

age: 

age TEENS. CHARACTERISTICS Identity has to be forged among classmates and friends: peer approval may be considerably more important for the student than the attention of the teacher which , for younger children, is so crucial. Teenagers, if they are engaged, have a great capacity to learn, a great potential for creativity, and a passionate commitment to things which interest them. There is almost nothing more exciting than a class that involved young people at this age pursuing a learning goal with enthusiasm.

age: 

age TEACHERS SHOULD: Provoke students engagement with material wich is relevant and involving. At the same time, we need to do what we can to make our students” self-esteem stronger, and be conscious, always, of their need for identity. Students must be encouraged to respond to texts and situations with their own thoughts and experience, rather than just by answering questions and doing abstract learning activities. We must give them tasks which they are able to do, rather than risk humiliating them. We are able to discuss abstract issues with them. Indeed part of our job is to provoke intellectual activity by helping them to be aware of contrasting ideas and concepts which they can resolve for themselves though still our guidance.

age: 

age ADULTS. CHARACTERISTICS They can engage with abstract thought Adults do not have to rely exclusively on activities such as games and songs. Even though these may be appropriate for some students. They have a whole range of life experiences to draw on. They have expectations about the learning process, and may already have their own set patterns of learning.

age: 

age ADULTS. CHARACTERISTICS 5) Adults tend, on the whole, to be more disciplined than some teenagers , and crucially, they are often prepared to struggle on despite boredom. 6) They come into classrooms with a rich range of experiences which allow teachers to use a wide range of activities with them. 7) Unlike young children and teenagers, they often have a clear understanding of why they are learning and what they want to get out with it.

age: 

age TEACHERS ‘ ROLE : Be aware that the students will often be prepared to stick with an activity for longer than younger learners (though too much boredom can obviously have a disastrous effect on motivation). Involve the students in more indirect learning through reading, listening and communicative speaking and writing. Allow them to use their intellects to learn consciously where this is appropriate. Encourage the students to use their own life experience in the learning process too. We should recognize the need to minimize the bad effects of past learning experiences. We can diminish the fear of failure by offering activities which are achievable, paying special attention to the level of challenge presented by exercises. We need to listen to students` concerns too and, in many cases, modify what we do to suit their learning tastes

Slide 10: 

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