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1. NATIONAL INSTITUTE OF
BUSINESS
GROUP II
1.KAO CHANNITA
2.HOUT VANNY
3.CHEA SINA
DESCRIBING
LEARNERS AND TEACHERS
LECTURER:
MHALOU DELA SIERRA

2. Heading
I. Basic Principles
II. Learners
III. Teachers
IV. Conclusion

4. 1. Learning is more important than teaching
Final test is not show how teacher performed
but whether the students learned.
The most important role of the teacher is to
make thing happen, but the purpose is
activating the students.

5. 2. Teach the student, not the book
Teachers tend to follow the book, deciding
in advance how long they can spend on each unit.
But the objective of the course is to teach
the students, not finish the book.
 It may be necessary to abandon the day’s
lesson plan because the students raise difficulties.

6. 3. Involve student in the learning process
 It is a good idea to begin a new course by
discussing with student
- why they are learning English.
- what uses they see for English they learn.
- what they expect to happen in the
classroom.
- Tell the benefits of our subject.

7. 3. Involve student in the learning process (cont)
Students’ motivation will almost be better if
they see the purpose of what they are doing.
There is no short cut to learn, but you can
make it easier for students.
The more the student feel involved in the
process of learning, the more successful and
enjoyable they will find it.

8. The teachers questioning the student, not telling.
It constantly provides the teacher with an idea of the
students’ previous knowledge and understanding.
4. Don’t tell students what they can
tell you

9. Such an approach reflects accurately the roles
of teacher and student in a classroom which
emphasizes that learning is more important than
teaching.

10. 5. Show your reaction to what student say
If you are surprised, shocked, curious,
doubtful .etc. make sure that you show
in your general reaction, in what you
say, and in how you say it.

11. 6. Students need practice, not you
The more the teacher talks, the less
opportunity the students have to speak.

12. Explaining when they don’t need.
Repeating themselves unnecessarily (for example, when
asking a question).
Answering for students without waiting long enough.
Correcting too much and too quickly.
Talking about something which interests them, but not
necessarily for students.
Talking unnecessarily about the process of the lesson.
Teachers should beware all of the following

13. 7. Don’t emphasize difficulties
Learning a foreign language well is difficult.
But teachers should not make subject seem more
difficult.
Teachers need to be realistic about difficulties.
Teachers need to be told difficulty in advance.

14. 8. Vary what you do, and how you do it
If the teacher always does the same things
in the same way, the students will be bored

15. 9. Activities and relationships in the
classroom change
(T-C)
(T-S)
(S-T)
(S-S)

16.  The teaching time should be spent making
students aware of why certain thing will help
them, and why others will not.
10. Students need to learn how to learn

17. The more students understand about the
process of learning the foreign language, the
more they will be able to take responsibility
for their own learning.

18. 11. Useful and fun is better than
either alone
Student are unlikely to be
very successful at learning
anything unless they enjoy
the process.

19. - A person who is
learning a subject or
skill.(Google)

20. What makes a good learner?

21. Characteristics of the good language learner
Tries to get a message across event if a
specific language knowledge is lacking
Is willing to make mistakes
Constantly looks for patterns in the
language
Practices as often as possible
Analyses his or her own speech and the
speech of others

22. Attends to whether his or her performance
meets the standards he or she has learned
Enjoys grammar exercises
Begins learning in childhood
Has an above-average IQ
Has good academic skills
Has a good self-image and lots of confidence

23. Researcher on Learner Characteristic
Researchers are interested in finding out whether an
individual factor such as motivation affects second language
learning.
 The test and the questionnaire are both scored and the
researcher performs a correlation on the two measures, to
see whether learners with high scores on the proficiency test
are also more likely to have high scores on the motivation
questionnaire.

24.  The term “intelligence” has traditionally been used to refer to
performance certain kinds of tests.
 Many studies using a Varity of intelligence (IQ) tests and
different methods of assessing language learning have found
that IQ scores were a good means of predicting how successful
a learner would be.

25. Ex: In a study with French immersion students in
Canada, it was found that, while intelligence was
related to the development of French second language
reading, grammar, and vocabulary, it was unrelated to
oral productive skill.
 It is important to keep in mind that “intelligence” is
complex and that individuals have many kinds of
ability and strengths, not all of which are measured by
traditional IQ tests.

26.  This is evidence in the research literature that some
individuals have an exceptional “aptitude” for language
learning.
Ex: CJ…
 The most widely used aptitude test are the Modern language
Aptitude Test (MLAT) and the Pimsleur language Aptitude
Battery (PLAB).

27.  Both tests are based on the view that aptitude is
composed of different types of abilities:
1. the ability to identify and memorize new sound
2. the ability to understand the function of particular
words in the sentences
3. the ability to figure out grammatical rules from
language sample
4. memory for new words
5. with the adoption of a more communicative
approach to teaching

28. Successful language learner may not be strong in all
of the components of aptitude.
Example: by Marjorie Wesche(1981)
In a Canadian language program for adult learners of
French, students were placed in an instructional
program which was compatible with their aptitude
profile and information about their learning
experiences.

29. Personality
 A number of personality characteristics have
been proposed as likely to affect second language
learning, but it has not been easy to demonstrate
their effects in empirical studies.
 Several other personality characteristic such as
 Self-esteem
 empathy
 dominance
 talkativeness
 and responsiveness have also been studies

30.  Another explanation which has been offered for the
mixed findings of personality studies is that
personality variables maybe a major factor only in the
acquisition of conversational skills, not in the
acquisition of literacy skill.
 Despite the contradictory results and problems
involved in carrying out research-in the area of
personality characteristics, many researchers believe
that personality will be shown to have an important
influence on success in language learning.

31. Motivation and Attitudes
 Motivation in second language learning is a complex
phenomenon which can be defined in terms of two
factors:
 learners’ communicative needs and their attitudes
towards the second language community.
 If learners need to speak the second language in a
wide range of social situations or to fulfill
professional ambitions, they will perceive the
communicative value of the second language .

32.  Robert Gardner and Wallace Lambert (1972):
• integrative motivation: refer to language learning
for personal growth and cultural enrichment
• instrumental motivation: for language learning
for more immediate or practical goals.

33. Defining motivation
 Motivation is some kind of internal drive which
pushes someone to do things in order to achieve
something.
 Marion Williams & Richard Burden suggest that
motivation is “a state of cognitive arousal” which
provokes a “decision to act” as a result of which there
is “sustained intellectual and physical effort” so that
the person can achieve some “previously set goal”

34. Sources of motivation
 The motivation that brings students to the task of
learning English can be affected and influenced
by the attitude of a number of people.
• the society we live in
• significant others
• the teacher
• the method

35.  Increasing and directing student motivation is one
of a teacher’s responsibility Initiating and
sustaining motivation
As, though as Dick All Wright argued, we can not
be responsible for all of our students’ motivation.
• goal and goal setting
• learning environment
• interesting classes

36. Motivation in the classroom setting
 In a teacher’s mind, motivated students are usually those
who participate actively in class, express interest in the
subject-matter, and study a great deal.
 Graham Crookes and Richard Schmidt(1991) has
reported increased levels of motivation for students in
relation to pedagogical practices included:
 Motivating students into the lesion
 Varying the activities, tasks, and materials
 Using co-operative rather than competitive goals

37. Learner preference
 The term “learning style” has been used to describe an individual’s
material, habitual, and preferred way of absorbing, processing, and
retaining new information and skills.
 Learning style:
 field independent: refers to whether and individual tends to
separate details from the general background or to see things more
holistically.
 field dependent: is based on the individual’s temperament or
personality.

38. Learner beliefs
Second language learners are not always conscious of
their individual learning styles, but virtually all
learners, particularly older learners, have strong beliefs
and opinions about how their instruction should be
delivered.
 learners’ preferences for learning, whether due to their
learning style or to their beliefs about how language are
learned, will influence the strategies, and learn new
material.

39. Age of acquisition
 Younger learners in informal language learning
environments usually have more time to devote to
learning language.
 They often have more opportunities to hear and
use the language in environments where they do
not experience strong pressure to speak fluently
and accurately from the very beginning.

40. Critical Period Hypothesis
Most studies of the relationship between age of
acquisition and second language development
have focused on learns’ phonological
(pronunciation) achievement.

41. What is teacher?
Actors
Orchestral conductors
Gardeners

42. Cambridge International Dictionary of English
Teacher means to give(someone ) knowledge or to
instruct or train(someone ).
Longman Dictionary of Contemporary English
Teacher means to show somebody how to do
something or to change somebody’s ideas’.

43. The roles of teacher
Controller
Take the roll, tell students things, organize drills, read
aloud, and in various other ways exemplify the qualities of
a teacher-fronted classroom.
Organizer
Giving the students information, telling them how they are
going to do the activity, putting them into pairs or groups,
and finally closing things down when it is time to stop.

44. Assessor
Offering feedback and correction and grading
students in various way.
Prompter
Tell students when they forget the word
Participant
Students who stand back from the activity, letting
the learners get on with it and only intervention
later.

45. Resource
Students might ask how to say or write
something or what a word or phrase means.
Tutor
Going around the class, staying briefly with a
particular group or individual, offer the sort of
general guidance we are describing.

46. Observer
Give them useful group and individual
feedback.
Which role?
The role that we take on is dependent, as we
have seen, on what it is we wish the students
to achieve.

47. The teacher as performer
They clearly went into performance mood when they entered
the classroom.
Activity How the teacher should perform
1. Team game Energetically, encouragingly, clearly, fairly
2. Role-play Clearly, encouragingly, retiringly, supportively
3. Teacher teaching aloud commandingly, dramatically, interestingly
4. Whole-class listening Efficiently, clearly, supportively

48. The teacher as teaching aid
Mime and gesture
Language model
Provider of comprehensible input

49. IV. Conclusion