Mind map, Mixed ability classes

1. MIXED-ABILITY
CLASSES

2. MOTIVATION,
INTERESTS AND
NEEDS
• Why did the students join the class in the first place?
• Have those reasons changed as the course progressed?
LINGUISTIC
ABILITY
• Some students are better language learners than others,
and previous language learning experience will vary
considerably.
GENERAL
EDUCATIONAL
BACKGROUND
• Was it a positive or negative experience?
• How long did it last?
• Did the students acquire any study skill?

3. LEARNING
STYLE
• Students learn in different ways.
AGE
• Is one ever too old to learn?
EXTERNAL PRESSURES
AND TIME AVAILABLE
TO STUDY
• How can we cope with a group which includes some
students who do nothing outside lesson and some who
spend two to three hours a day studying?

4. ANXIETY
• Lack of confidence and nervousness
can hinder progress

5. MOTIVATION, INTERESTS
AND NEEDS
Instrumental: There is a
specific, practical reason for
learning.
Integrative: The language
is learned for reasons which have
nothing to do with learning a
language.

6. MOTIVATION, INTERESTS
AND NEEDS
Linguistics needs: They
will depend on the age,
occupation, the situations and
conditions of using the language
the learner will need.
Psychological and
social needs: A group
that is socially successful is likely
to achieve more linguistically.
Learners need to feel emotionally
at ease in the language learning
environment.

7. There is always a
very wide range of
linguistic ability,
from true beginners
to false beginners.
LINGUISTIC
ABILITY
Someone who
has already
studied a foreign
language will be
more
linguistically
aware.
PROGRESS will
also vary
enormously:
skills,
pronunciation,
grammar,
strategies, etc

8. People learn in
different ways.
Some prefer
FORMAL
approach.
Some ask for
grammar
explanations.
Some want to
learn without
grammar
explanations
LEARNING STYLES

9. Students have
some PRE-CONCEPTIONS
about
education.
GENERAL
BACKGROUND
EDUCATION
Some expect
TEACHER-CENTRED
approach
Some are HOSTILE
to communicative
approach.

11. EXTERNAL PRESSURES
AND TIME AVAILABLE
Students with
external
problems have
trouble in
leaving them
behind when
they attend
lessons.
Psychological
factor such as:
self-image, self-confidence
and
self-belief can
affect language
progress.
Anxiety is not only
restricted to those
with little
experience, but also
to students in the
position of
authority and
become pupils.