The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.

1. Before we
continue
studying
let’s smile
 together

3.  Styles : general characteristics of intellectual
function.
 Every student has different styles in learning,
 most of students gravitate to one of these
main learning styles
 They can usually adapt to another style if
necessary.
 When designing or teaching a course, you should
look for opportunities to incorporate learning
experiences and activities that appeal to each
learning style to increase the likelihood of learner
success.

4. Children Teenager Adult

5. Up to the age of about eleven(11)
Should be fun and natural
Introducing songs and games
Simple vocabulary and structure
Absence of stress
More sensitive to anything that
touches the senses (touch, see,
listen, smell, taste)
react easily to physical objects

6.  Between twelve (12) and eighteen (18)
 More increasing capacities for
abstraction as result of intellectual maturation.
Feel uncomfortable and shy to follow
instructions in a language class
Bring egos into a classroom when doing
physical responses may be critical for older
students.
 teenagers may demand to know the rules
and the meanings in their language.
 Some appropriate methods Grammar
Translation Method, Community
Language Learning and Counseling-
Learning theory.

7.  engage with abstract thought
 have a whole range of life experience
 have expectations about learning process,
and may have their own set patterns of
learning.
Discipline and prepared to struggle on
despite the boredom.
 have rich of experiences which allow to use
a wide range of activities.
Understand purpose of learning and
what they want to get out of it.

8. Aptitude
Learner Styles
Good Learner
Characteristics

9.  Some students are better at learning languages
than others. At least that is the generally held
view, and in the 1950s and 1960s it crystallized
around the belief that it was possible to predict
a student’s future progress on the basic of
linguistic aptitude tests. But it soon became
clear that such tests were flawed in a number of
ways. They did not appear to measure anything
other than general intellectual ability even
though they ostensibly looked for linguistic
talents. Further, they favored analytic-type
learners over their more ‘holistic’ counterparts,
so that the tests were especially suited to
people who have little trouble doing grammar-focused
tasks

10.  Neil Naiman and his colleagues included a
tolerance of ambiguity as a feature of good
learning together with areas such as positive
task orientation (being prepared to approach
tasks in a positive fashion), ego involvement
(where success is important for a student’s self-image),
high aspirations, goal orientation, and
perseverance. Joan Rubin and Irene Thompson
version of a good learner also mentions students
who can find their own way (without always
having to be guided by the teacher through
learning tasks), who are creative, who make
intelligent guesses, who make their own
opportunities for practice, who make errors work
for them not against them, and who use
contextual clues

11.  Convergers: by nature solitary, avoid groups,
independent and confident in their own abilities.
analytic, impose own structures on learning. cool and
pragmatic.
 Conformists: emphasise learning ‘about language’ over
learning to use it. dependent, to work in non-communicative
classrooms, doing what they are told. see
well-organised teachers.
 Concrete learner: like conformists, enjoy the social
aspects, learn from direct experience. interested in
language as communication. enjoy games and group work
in class.
 Communicative learner: language use oriented. They are
confortable out of class, confidence, take risks.
interested in social interaction, analysis of how the
language works. happy without the guidance of a
teacher.

12.  Neuro-linguistic programming
 Multiple Intelligence theory
 Modality (VAK)

13. V = VISUAL
(LOOK & SEE)
A = AUDITORY
(LISTEN & HEAR)
K = KINESTHETIC
(FEEL INTERNAL, EXTERNAL,
MOVEMENT)
O = OLFACTORY
(SMELL)
G = GUSTATORY
(TASTE)

15.  Verbal/Linguistic
they can study language well
Strengths : speaking, writing, memorizing
 Mathematical/Logical
they can think in logical way
Strengths : logic, easy to learn grammar
 Visual/Spatial
think in picture and image
Strengths: drawing, visualization
 Bodily/Kinesthetic
The ability to control body
Strengths : dancing, acting

16.  Musical
think in rhythm, melody.
Strengths: singing, picking sound
 Interpersonal
They can communicate well with another one
strengths : leading, organizing, sharing.
 Intrapersonal
they understand about themselves
strengths : setting goal, introspection
 Naturalistic
they like nature and think about nature
strengths: understanding nature, classify flora

17. We study modality
There are three modality
and the last
VISUAL learn through my eyes, yes!
Through my ears, AUDITORY
And the last KINESTHETIC, I study
through my body
Visual
auditory
kinesthetic

19. Visual learners prefer to learn by SEEING
They have good visual recall and prefer
information to be presented visually,
Diagrams
Graphs
Maps
Posters
Displays
in the form of

20.  Auditory learners prefer to learn by LISTENING
 They have good auditory memory and benefit from
DISCUSSION
LECTURES
INTERVIEWING
HEARING
STORIES
AUDIO
TAPES

21.  Kinesthetic learners prefer to learn by
DOING. They are good at recalling events
and associate feelings or physical
experiences with memory.
They enjoy :
physical activity
 Field trips
Manipulating objects & other practical
 first-hand experience
 Difficult to keep still
Need regular breaks

22.  Motivation is some kind of internal drive
which pushes someone to do things in order
to achieve something.
There are two kind of motivation,
 Extrinsic motivation: is caused by any number
of outside factors, for example, the need to
pass the exam, the hope of financial reward,
or the possibility of future travel.
 Intrinsic motivation: comes from within the
individual. Thus a person might be motivated
by the enjoyment of the learning process
itself or by a desire to make themselves feel
better.

23. As the candidate of
teacher, how can you
use this information
in your teaching
learning process
someday?

24. Let’s say
hamdalah
together