From the book The Practice of English Language Teaching

1. Methodology
First Session (Being Learners)
• Class: Senior Students of English Language and Literature Faculty
• Instructor: Ab. Hussain Nazari
• Source: The Practice of English Language Teaching (5th
edition)
• Author: Jeremy Harmer

2. Being Learners(5)
It is vitally important to know
How our learners feel
 What they need
 What helps them to be successful
Such knowledge is half the secret of how to be a good teacher.

3. Age Factor
•Age influences how people learn languages, but it is not the only factor.
•Young learners learn the language faster and easier.
•Young learners may excel at pronunciation and acquiring a “native-like” accent.
•Older learners may learn grammar and vocabulary more efficiently because of stronger cognitive
skills.
•Clear goals, sufficient time, and engaging methods are essential.
•Songs and arts are fun but insufficient without language expansion.
•Need structured linguistic development opportunities.

4. Critical Period Hypothesis (CPH)
• Theory: Best language learning before puberty.
• Young children may have native-like pronunciation advantages.
• Older learners use cognitive skills to compensate effectively.

5. Young Learners
•Children have short attention spans; they need engaging, varied, and active lessons.
•Learning works best through play, songs, movement, and visual aids.
•They learn language indirectly while focusing on enjoyable activities.
•Teachers must be patient, energetic, and ready to change pace quickly.

6. Teenagers
•Teenagers may be sensitive, self-conscious, and influenced by peer opinion.
•They respond well when treated with respect and given meaningful tasks.
•Motivation is higher when lessons are relevant to their lives and interests.
•Teachers need to balance structure with opportunities for self-expression.

7. Adults
•Adults bring life experience, discipline, and established study habits.
•They can analyze language more consciously.
•They may fear making mistakes, so teachers should create a supportive atmosphere.
•Adults often have clear reasons for learning, such as career advancement.

8. Learner Differences
•Students vary in aptitude, prior learning experience, personality, and background.
•Differences affect how fast and effectively they learn.
•Teachers should use a range of methods to address these differences.

9. Learner Styles
•People process information differently—visual, auditory, or kinesthetic styles.
•Matching teaching methods to learner styles can improve engagement and
retention.
•Variety in teaching approaches helps meet all learners’ needs.
•Students use a variety of strategies to learn languages
•Metacognitive strategies: planning, monitoring language use
•Social strategies: collaborating with peers
•Affective strategies: managing feelings, attitudes
•Combination of these with motivation and preferences forms learner styles

10. Learner Styles
Visual Learners
Prefer information presented through images, charts, diagrams, and
written text
Learn best by seeing and visualizing concepts
Often good at remembering faces, reading maps, and noticing colors
Benefit from highlighting, color-coding, and using graphic organizers
Auditory Learners
Prefer listening and speaking as main learning modes
Learn best through lectures, discussions, and audio materials
Good at remembering spoken instructions and enjoy reading aloud
Benefit from group discussions, repeating information, and using
rhymes or songs

11. Learner Style
• Kinaesthetic Learners
• Prefer learning through physical movement and hands-
on activities
• Learn best by doing, touching, and experiencing
• Often struggle with sitting still for long periods
• Benefit from role-playing, experiments, building
models, and using gestures

12. Motivation: cognitive arousal prompting decision to act
Involves sustained intellectual/physical effort to reach goals
Mix of cognitive (goal-setting) and affective (energy/mood) elements
Self-esteem crucial: belief in ability impacts motivation
Extrinsic Motivation: Driven by external rewards (e.g., passing
exams, travel)
Intrinsic Motivation: Driven by passion, enjoyment, and sense of
competence
Teachers influence intrinsic motivation more than extrinsic
Motivation

13. Classical Views on Motivation
•Instrumental Motivation: Learning for practical benefits (job, relocation)
•Integrative Motivation: Desire to belong to target language community
•Integrative traditionally seen as stronger (Gardner, 1985)
Challenges in Student Motivation
“Unmotivation" exists: lack of interest, negativity (seen in some students)
Family attitudes influence younger learners strongly
Peer group and societal views affect motivation levels
Previous negative experiences can erode motivation over time

14. • What Affects Motivation?
• Family, peers, and societal attitudes towards language learning
• Classroom environment and teaching methods
• Student’s belief in their ability to learn (self-esteem)
• Class size, compulsory nature, and relevance of materials
• Role of Teachers in Motivation
• Teachers profoundly influence student motivation
• Building positive affect and self-esteem is key
• Helping students visualize their Ideal L2 Self regularly
• Sustaining motivation requires ongoing encouragement and support

15. Importance of Achievement and Goal Setting
• Match tasks with students’ current abilities
• Goals should be challenging but achievable
• Transparent grading and success criteria boost motivation
• Continuous assessment preferred over infrequent exams
• Role of Activities and Materials
• Use engaging, relevant, and varied materials
• Relate content to students’ lives and interests
• Incorporate modern tools (phones, tablets) for relevance
• Balance routine with variety to maintain interest

16. Teacher Attitude and Confidence
• Students follow teachers they trust professionally
• Attitude, preparation, and classroom presence matter
• Clear lesson plans and active management prevent disengagement
• Confidence encourages student engagement and motivation
Student Agency and Autonomy
• Agency = learners’ control over their own learning
• Encouraging decision-making boosts responsibility and motivation
• Examples: choice over correction, identifying difficulties
• Positive emotions, success, and ownership essential for engagement

17. Understanding the Nature of Motivation
• Students’ reasons for learning determine how they approach lessons.
• Positive teacher-student relationships enhance motivation.
• Success builds confidence, which in turn motivates further learning.

18. Any Questions!