The document describes different types of language learners based on age, aptitude, learning style, and motivation. It notes that young children learn indirectly through interaction, adolescents can lack motivation but seek identity, and adults have life experiences to draw from. Learner differences include aptitude, characteristics like tolerance for ambiguity, and learning styles. Children are unique learners that may excel in areas like music, athletics, or social skills. Language levels range from beginner to advanced, and motivation can come from goals, society, relationships, or curiosity.

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3. GROUP D
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4. PRESENT
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5. DESCRIBING LEARNERS
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6. Age
Age Difference
Young Children Adolescents Adults
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7. Young children- up to the age of ten
 They respond to meaning
 They often learn indirectly
 Their understanding comes not just from
explanation, but also from what they see
and hear and, crucially, have a chance to
touch and interact with;
 They are enthusias and curious
 They have a need for individual attention
and approval from the teacher;
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8. Adolescents
 They so much less motivated and present outright
discipline problems
 They search for individual identity- this search provides
the key challenge for this age group;
 Peer approval may be considerably more important for
the student than the attention of the teacher,
 ..”the teacher’s failure to build bridges between what
they want and have to teach and their students’
 Linking language teaching far more closely to the
students’ everyday interests through, in particular, the
use of humanistic teaching.
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9. Adults
 Can engage with abstract thought.
 Have a whole range of life experiences to
draw on;
 Have expectations about the learning
process
 Tend to be more disciplined, and often
prepared to struggle on despite boredom
 Can be critical of teaching methods;
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10. Learner Differences
1. Aptitude (skills) test: to measure general
intellectual ability
2. Good Learner Characteristics:
 Tolerance of ambiguity
 Ego involvement
 High aspirations
 Goal orientation
 Creativity
 Perseverance (persistence), etc… 10

11. Learner Differences
3. Learner Style :
 convergers
 conformists
 concrete learners
 communicative learners
4. Individual Variation
 Neuro-linguistic programming
 Multiple Intelligence
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12. Children are all unique learners
Gardner’s framework for multiple intelligences
 Howard Gardner (Frames of Mind: Theory of Multiple
Intelligences) suggested that intelligence has no unitary
character and is manifested in different ways in different
children.
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13. Learner Differences
5. What to do about individual differences
Person A Person B Person C
• Quiet • Athletic • Social, likes to be
• Likes school • Understands ideas with others
• Sings well quickly • Likeable
• Enjoys hands-on • A leader; other • Speaks two
activities people do languages
what s/he says to do • Talks a lot
• Good at debates • Doesn’t like to read
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14. Language levels
advanced
upper
intermediate
mid-intermediate
lower intermediate/
pre-intermediate
elementary
real beginner/ false beginner
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15. Language levels
1. Methodology
2. Language task and topic
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16. motivation
1. Defining Motivation
 extrinsic and intrinsic
2. Sources of Motivation
 The goal
 The society we live in
 The people around us
 Curiosity
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17. motivation
3. The Motivation Angel
 Effect
 Achievement
 Attitude
 Activities
 Agency
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18. Conclusion
1. Learners divide into : age, different
approaching method, language level and
motivation.
2. There are two method in individual
variation ( NLP and MI)
3. Methodology is some technique and
activities that are suitable for some levels.
4. Source of motivation; extrinsic motivation
and intrinsic motivation.
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20. Thank you
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