This document discusses different types of language learners, including those studying English for specific purposes or as a foreign/second language. It describes learners of varying ages from very young to young adults, and notes appropriate teaching methods for each group. The document also outlines different proficiency levels according to the Common European Framework of Reference for Languages, from beginner to advanced levels.

1. UNIT I
LEARNERS

2.  Target language community
 English for a specific purpose (ESP)
 Business English
 English for academic purposes (EAP)
 General English

3.  English as a foreing language (EFL)
 English as a second language (ESL)
 English for speakers of other languages
(ESOL)

4.  By default
 Information technology (IT)
 Private session: one to one teaching
 Pairwork and groupwork
 In-school and in-company
 Real learning environment
 Virtual learning environment

5.  AGE
 Children:2 to 14
 Young learners: 5 to 9
 Very young learners: 2 to 5
 Adolescents: 12 to 17 (physical and
emotional changes)
 Young adults: 16 to 20

6.  Seeing, hearing and touching
 Individual attention
 Teacher’s approval
 Activities focus on their lives and
experiences
 ATTENTION SPAM
 Hability to become competent speakers with
enough exposure
 Learning has to be through games, puzzles,
songs (camouflage the learning)

7.  Greater capacity for abstract thought
 Enormous potential for creative thought
 Passionate commitment to things which
interest them
 Search for identity and self-esteem
 Peer vs teacher’s approval
 Teachers fear to loose control

8.  Wider range of life experience
 Have a clear understanding of the reason
they are learning
 Disciplined
 They can be disruptive, exhausting or
disagree vocally, arrive late and fail to do the
homework.

9.  The neuro-linguistic programming (NLP)
 Visual, auditory, kinaesthetic
 Multiple intelligences: mathematical,
musical, interpersonal, spatial, emotional,
etc.

10.  The Council of Europe and the Association of
Language Testers of Europe (ALTE)
categorization:
 Beginner and false beginner
 Intermediate: elementary, pre-intermediate,
intermediate and upper intermediate.
 Advanced

11.  A1: can complete basic forms and write
notes including times, dates and places
 A2: can complete forms and write short
simple letters or postcards related to
personal information.

12.  B1: can write letters or make notes on
familiar or predictable matters.
 B2: can make notes while someone is talking
or write a letter including non-standard
questions.

13.  C1: can prepare/draft professional
correspondence, take reasonably accurate
notes in meetings or write an essay which
shows an ability to communicate.
 C2: can write letters on any subject and
full notes of meetings or seminars with
good expession or accuracy.

14.  Beginners: success is easy to see. (drills,
elicit the language)
 Intermediate: success is less obvious.
(plateau effect)
 Advanced: students already know, so there’s
risk of the plateau effect. Focus on
appropriacy, connotation and inferences.
(discursive essay)

15.  Learning by rote: memorizing facts and
figures.
 Multilingual classes: classes with students of
different mother tongues.

16.  The desire to learn.
 Intrinsic: within each individual or classroom
 Instrumental: as a mean to get something
 Extrinsic: students bring it from outside
 Sustaining: maintaining the attention, agency
(taking responsibility, doers)
 Challenge: level
 Affect: how the students feel about learning

17.  Learners autonomy
 Gradually extend the student’s role in
learning
 Writing exercises, compositions, further
study.
 Encourage students to use monolingual
dictionaries
 Use bilingual dictionaries at early stages of
learning.
 Self-access centre: resources comprising
books.