Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Presentations on the first session of the module Individual factors in learning EFL from the Master in TEFL of Universidad de Piura-FUNIBER.
Teacher: M.Ed. Maria Luisa Mu
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Learner differences in second language acquisition
1. - M . C H A N D R A K U M A R I
LEARNER DIFFERENCES
IN
SECOND LANGUAGE
ACQUISITION
2. INTRODUCTION
• LEARNING A SECOND LANGUAGE IN THE FIRST LANGUAGE
ENVIRONMENT
(The person doesn't get the chance of speaking the second language
in everyday interactions which makes practising this language
limited to specific places such as the classroom. Also, having no
native speakers will make it more difficult for speakers to have a
native-like accent.)
• The second language learners are differentiated based on how
well they contribute/practice/use their learnt language outside
the classroom.
• Based on certain variable we can find how each individual vary in
acquiring/understanding/processing the second language.
4. 1. APTITUDE
• Aptitude in general is a talent. Aptitude can be
considered as a talent in each individual, because it is a
competency to do something.
• The innate nature of aptitude is in contrast to
achievement, which represents knowledge or ability
that is gained by the individual.
• Aptitude means an inherent capacity, talent or ability
to do something. Aptitude refers to potential for
achievement. An aptitude test is designed to make
prediction about an individuals future achievements.
5. • Contrastive, in a foreign or second language
acquisition, aptitude actually refers to the
prediction of how well an individual can
learn the second language in given time and
conditions.
• It means that aptitude was not used to
determine the learners’ success or failure in
learning the target language but to explain
why there are some learner, can learn faster
than the others.
6. The cognitive psychologist Carroll (1962) realized that
language learning aptitude was not a unitary ability, but rather
a conglomerate of at least four relatively independent abilities
(Carroll, 1991):
• Phonemic coding ability – an ability to identify different
sounds, and to form correlations between them and their
respective picture stimuli.
• Grammatical sensitivity – the ability to distinguish the
grammatical function of words in sentence structures.
• Associative memory – the ability to assimilate associations
between sounds and to retain them.
• Inductive language learning ability – which is the capacity
to infer or induce the rules from diverse language materials
7. In general, Aptitude of language learning is usually
composed of four different types of ability
1. The ability to identify and memorize new sounds
2. The ability to understand the function of
particular word in a sentence
3. The ability to figure out the grammatical rules
from the language samples.
4. The ability to memorize new words
8. • Successful language learners are not necessarily to
be strong in all of the components of aptitude.
(e.g., some may have strong memories but average
ability to figure out grammatical rules.)
• Teachers can select appropriate teaching
approaches and activities based on learners’
aptitude profiles to accommodate their differences
in aptitude.
9. 2. LEARNING STYLES
Learning style:
An individual’s natural, habitual, and preferred way of absorbing,
processing, and retaining new information and skills. (Reid 1995)
• Types of learning style related to second language learning:
Perceptual learning styles:
visual, aural/auditory, and haptic ( kinesthetic & tactile)
Cognitive learning styles:
1. field independence vs. field-dependence
2. reflective vs. impulsivity
3. right-brain dominance vs. left-brain dominance
4. tolerance of ambiguity
10.
11. PERCEPTUAL LEARNING STYLES:
• Visual learner : learns more effectively through the
eyes(seeing)
• Auditory (aural) : learns more effectively through the ears
(hearing)
• Haptic learners : learns more effectively through touch and
body movements(a combination of the kinesthetic and tactile
styles)
• Kinesthetic learners : learns more effectively through concrete
body experience (body movements)
• Tactile learners : learns more effectively through touch
(hands-on)
12. COGNITIVE LEARNING STYLES
1. Field-independence vs. Field-dependence
• Field independent (FI) learners pick out hidden figures in a
complicated drawing more quickly. They tend to perceive
elements independently of a context or field and focus on
details. They are more analytical.
• Field dependent (FD) learners are more inclined to see the
whole drawing and have difficulty in separating it into parts.
They tend to perceive the whole field or situation and focus
on general meaning. They are more relational.
13. • FI is related to classroom language learning that involves
analysis, attention o details, and mastering of exercise,
drills, and other focused activities (CALP).
• FD is related to the communicative aspects of language
learning that require social outreach, empathy, perception
of other people, and communicative skills (BICS).
• FI/FD may also prove to be a valuable tool for
differentiating child and adult language acquisition due
to the fact that FI increases as a child matures to
adulthood.
*NOTE
• BICS – Basic Interpersonal Communicative Skill
• CALP –Cognitive/Academic Language proficiency
14. 2. Reflectivity vs. Impulsivity
• Reflective learners tend to make a slower, more
calculated decision. they are usually more
systematic and more cautious in learning L2.
• Impulsive learners tend to make a quick or
gambling guess at an answer to a problem. They
are usually more intuitive and more willing to take
risks in learning L2.
15. 3. Right-brain vs. Left brain dominance
• The right-brain perceives and remembers visual,
tactile, and auditory images. It is more efficient in
processing holistic, integrative, and emotional
information.
• The left-brain is associated with logical, analytical
thought, with mathematical and linear processing of
information
*NOTE
Though we all tend to have one hemisphere that is more dominant, it is important to
remember that the left and right hemispheres operate together as a “team”. Most best solutions
to problems are those in which each hemisphere has participated optimally.
16. 4. Tolerance of Ambiguity
• The person who is tolerance of ambiguity is willing to accept
innovative and creative possibilities and not to be cognitively
or affectively disturbed by ambiguity and uncertainty.
• In second language learning a great amount of apparently
contradictory or ambiguous information is encountered (e.g.,
words, grammatical rules, and culture systems in that L2
differ from L1). Successful language learning requires
tolerance of such ambiguities, at least for interim periods.
• However, too much of tolerance of ambiguity can have a
detrimental effect. People can become “wishy-washy” and
may make many mistakes without awareness when using
second language .
17. • Learning Styles Language learning styles refer to cognitive
variations in learning a second language. It is about an
individuals‟ preferred way of processing, that is, of
perceiving, conceptualizing, organizing, and recalling
information related to language learning.
• According to Cornett (1983) the language learning styles are
the overall patterns that give general direction to learning
behaviour.
• Brown (2000) states that unlike factors of age, aptitude, and
motivation, its role in explaining why some L2 learners are
more successful than others has not been well established, it
involves a complex (and as yet poorly understood)
interaction with specific L2 social and learning contexts.
18. • The following cognitive styles have been identified by Knowles (1972 as cited in
Lochart & Richards, 1994):
1. Concrete learning style Learners with a concrete learning style use active and direct
means of taking in and processing information. They are interested in information that has
immediate value. They are curious, spontaneous, and willing to take risks. They like
variety and a constant change of pace. They dislike routine learning and written work, and
prefer verbal or visual experiences. They like to be entertained, and like to be physically
involved in learning.
2. Analytical learning style Learners with an analytical style are independent, like to solve
problems, and enjoy tracking down ideas and developing principles on their own. Such
learners prefer a logical, systematic presentation of new learning material with
opportunities for learners to follow up on their own. Analytical learners are serious, push
themselves hard, and are vulnerable to failure.
3. Communicative learning style Learners with a communicative learning style prefer a
social approach to learning. They need personal feedback and interaction, and learn well
from discussion and group activities. They thrive in a democratically run class.
4. Authority-oriented learning style Learners with an authority-oriented style are said to
be responsible and dependable. They like and need structure and sequential progression.
They relate well to a traditional classroom. They prefer the teacher as an authority figure.
They like to have clear instructions and to know exactly what they are doing; they are not
comfortable with consensus-building discussion
19. RESEARCH FINDINGS
• Every person, student or teacher, has a learning style; therefor,
there is no particular teaching or learning method that can suit
the needs of all learners.
• Learning styles exists on wide continuums, although they are
often described as opposites.
• Learning styles are value-neutral; that is, no one style is better
than others.
• Very little research has examined the interaction between
different learning styles and success in L2 learning; however,
students should be encouraged to “stretch” their learning styles
so that they will be more empowered in a variety of learning
situations.
20. 3.LANGUAGE LEVELS
• These levels of language proficiency are not particular to one
foreign language but can be applied to any language being
learned, thus considered to be a global scale, or one that can
be used across the board. Having a means to measure
language fluency levels is helpful. To further investigate
what is meant by the different Reference Levels and where
you might fall in these levels of language fluency, the
following table drawn from CEFR describes what a learner is
supposed to be able to do in reading, listening, speaking and
writing at each level.
* CEFR-Common European Framework of Reference for Languages
21. Level A1: Beginner or Breakthrough
• Can understand and use familiar everyday expressions and
very basic phrases aimed at the satisfaction of needs of a
concrete type.
• Can introduce him/herself and others and can ask and
answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person talks
slowly and clearly and is prepared to help.
22. Level A2: Elementary or Waystage
• Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very basic
personal and family information, shopping, local geography,
employment).
• Can communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and
routine matters.
• Can describe in simple terms aspects of his/her background,
immediate environment and matters in areas of immediate
need.
23. Level B1: Intermediate or Threshold
• Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc.
• Can deal with most situations likely to arise while travelling in an area
where the language is spoken.
• Can produce simple connected text on topics that are familiar or of
personal interest.
• Can describe experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans.
Level B2: Upper Intermediate or Vantage
• Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field of
specialization.
• Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either
party.
• Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.
24. Level C1: Advanced or Effective Operational
Proficiency
• Can understand a wide range of demanding, longer texts,
and recognize implicit meaning.
• Can express ideas fluently and spontaneously without much
obvious searching for expressions.
• Can use language flexibly and effectively for social, academic
and professional purposes.
• Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns,
connectors and cohesive devices.
25. Level C2: Proficiency or Mastery
• Can understand with ease virtually everything heard or read.
• Can summarize information from different spoken and
written sources, reconstructing arguments and accounts in a
coherent presentation.
• Can express him/herself spontaneously, very fluently and
precisely, differentiating finer shades of meaning even in the
most complex situations.
26. 4. INDIVIDUAL LEARNERS
• Why do some people almost achieve the native speaker’s levels
of competence in a foreign language while others never seem to
progress much beyond a beginner’s level?
• Some second language learners make rapid and apparently
effortless progress while others progress only very slowly and
with great difficulty.
• The reason probably is that people are not homogenous! They
have different personalities and styles. Thus, each individual is
different from the other.
• According to Dornyei, (2005) are, “enduring personal
characteristics that are assumed to apply to everybody and on
which people differ by degree.”
27. 1. AGE
• The age of the learner influences the second language acquisition.
• Children having strong literacy skills in their own language, seem
to be in a better position to acquire a new language in a more
effective way.
• Very motivated, old learners can do it, but usually they should try
hard to become a native like speaker.
• Patkowski (1982) found that age of acquisition is very important
factor in setting on the development of native-like mastery of L2,
and this limit does not only apply to accent, but also applies to
syntax and morpology.
• He found that learners who started earliest achieved the highest
score on the grammatical tasks, and those who began later didn’t
have native-like language abilities.
28. • Studies demonstrate that adults and adolescents learnt faster
than children in the first year of L2 development.
(Asher & Price, 1967; Snow & Hoefnagle-Hoechle, 1978
cited in McLaughlin, 1992)
• Thus adults learn faster than children, and this is more
applicable to grammar than pronunciation, although in the
case of formal learning situations adults seem to do better
even in the pronunciation area.
29. 2.PERSONALITY
• Introverted or anxious learners usually perform slower
progress, especially in the development of oral skills.
• They are less likely to take the opportunities to speak.
• More outgoing students will not worry about the inevitability
of making mistakes. They do not care about taking risks; thus
they get more chances to do much more practice in targeted
language.
30. 3. EXPERIENCES
• Learners who have already developed general knowledge and
experience are in a stronger position to develop a new
language than those who haven’t.
• For instance, a learner who has been to two/three foreign
countries and exposed to different cultures build a stronger
ground for learning an extra language than those learners
who have not had such an experience.
31. 4. MOTIVATION
• Intrinsic motivation shows itself when you want to do
something, an internal desire to perform a particular task.
People do certain activities because they give them pleasure,
develop a certain skill or they are morally the right thing to
do
• Extrinsic motivation is when somebody else or something
tries to make you do something
• Intrinsically motivated students are bound to do much better
in classroom activities since they are willing and eager to
learn. Yet, extrinsically motivated ones may have to be
“bribed” to perform the same tasks.
32. 5.COGNITION
• Generally speaking, apparently students with greater
cognitive abilities makes a faster progress.
• Some Chamskyan linguists suppose that there is a specific,
innate language learning ability which is believed to be
stronger in some students than in others.
33. 6.SELF ESTEEM
• Self-esteem refers to personal evaluation and judgement of
worthiness that is expressed in the individual’s attitude
towards him or herself or his or her capabilities.
• Low motivation, low self-esteem, and debilitating anxiety can
lead to a raise in the affective filter and form a ‘mental block’
that hinders comprehensible input from being employed for
acquisition. (Krashen cited by Schutz, 2007)
34. 7. INHIBITION
• Inhibition in a person emerges when he/she attempts to
defend or protect his/her self-image.
• If the learner considers the mistakes he/she makes in the
second language as a threat to his/her emotional well-being
and self perception, than acquisition will not take place or
will occur much more slowly.
35. 8. RISK TAKING
• One of the characteristics that has been found to exist in
”good” language learners is the willingness to guess. If the
learner is less inhibited, he/she is more willing to take a
chance on producing a “correct” utterance in the second
language.
36. 9. ANXIETY
• Anxiety is associated with the feelings of uneasiness, self
doubt, worry or fear that a person feels under certain
circumstances. A threatening environment does not promote
language acquisition.
• Factors such as an emphasis on competition between two
students or forcing students to produce in the second
language before they are ready to cause anxiety.
37. 10.EMPATHY
• Empathy refers to an individual’s ability to put him/herself in
the other’s shoes.
• When a learner is acquiring a second language, he or she is
also acquiring , in a sense, a new personality, and a new
culture.
• It is essential in the language acquisition process to open
yourself to new cultural yourself to new cultural experiences
and adopt these experiences as your own.
38. CONCLUSION
• Being successful in a second language acquisition depends on
many factors.
• From this studies, it has been found that if a learner has a
competency in his or her own language, he or she is more
advantageous than those who lacks competence in his first
language.
• Also the role of psychological aspects play in gaining an extra
language which cannot be denied.
39. GOOD LEARNER CHARACTERISTICS
1. Good language learners find a style of learning that
suits them.
They are self aware ie they know themselves.. When they are
in a learning situation which they do not like, they are able to
adapt it to their personal needs. They believe they can always
learn something, whatever the situation. They also know how
they prefer to learn and choose learning situations that are
suited to their way of learning.
40. 2. Good language learners are actively involved in the language
learning process. They take responsibility for their own
learning. Besides regular language classes, they create
opportunities to use the language. They know practice is
very important. They are willing to take risks, to appear
foolish if necessary
3. Good language learners try to figure out how the language
works. They try to come to grips with the language as a
system. They pay attention to form and look for patterns.
They develop good techniques for improving their
pronunciation, learning grammar and vocabulary. They
welcome mistakes as a way of learning more about the
language.
41. 4. Good language learners know that language is used to
communicate. They pay attention to meaning. They have
good techniques to practise listening, speaking, reading,
and writing.
In the early stages of their language learning they do not
worry about making mistakes. They speak and try to become
fluent. They look for opportunities to speak with native
speakers
5. Good language learners are like good detectives. They are
always looking for clues that will help them understand how
the language works. They make guesses and ask people to
correct them if they are wrong. They compare what they say
with what others say. They keep a record of what they have
learned and think about it. They monitor themselves.
42. 6. Good language learners learn to think in the language.
7. Good language learners realize that language learning is not
easy. They try to overcome their feelings of frustration and
their lack of confidence. They are able to come to terms with
the affective demands of language learning, i.e, they can
manage their emotions. They are realistic in their setting of
study goals.
8. Good language learners are also good culture learners
aware of the very close relationship between language and
culture.
9. Good language learners have a long term commitment to
language learning. They are realistic in realising that it
takes time and practice.
43. CONCLUSION
• “Second language learning” is a complex and multifaceted
phenomenon and it does mean different things to different
people.
• It does, however, make it very difficult to compare the
results of one study with those of another.
• Conflicting results can be obtained depending on whether
the data used consist of learner’s production, introspection
and institution.