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How to be a good learner

How to be a good learner. Many factors need to be taken into account: their backgrounds, their reasons for learning, personality, learning styles, etc. Any generalizations???. Why is it difficult to describe a good learner?. Motivation is important for learning.

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How to be a good learner

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  1. How to be a good learner

  2. Many factors need to be taken into account: their backgrounds, their reasons for learning, personality, learning styles, etc. • Any generalizations??? Why is it difficult to describe a good learner?

  3. Motivation is important for learning. • Gardner & Lambert: Integrative motivation is more powerful than Instrumental motivation. • Highly motivated students do better than ones without any motivation. How important is the students’ motivation?

  4. ‘Self-study’; ‘self-access’ centre; taking responsibility for their own learning. • Good learners take responsibility for their own learning; they don’t just wait to be taught. • Autonomous learning should be promoted. • Variety & providing students with options can help to promote autonomy. Who is responsible for learning?

  5. A willingness to listen • A willingness to experiment (take risks, try things out, use the language) • A willingness to ask questions (urge to find out why) • A willingness to think about how to learn (study skills, learning strategies) • A willingness to accept correction A teacher’s job is to encourage these characteristics. What characteristics do good classroom learners share?

  6. A long history of learning experience • Record of success or failure • More nervous of learning than younger learners • Disruptive and exhausting • Bring life experience into the classroom • Greater attention span • Fewer daily discipline problems • More cooperation with the teacher • Ask for interesting and entertaining lessons. What’s special about teaching adults?

  7. Beginners (success/failure is easy to see) • False beginners • Elementary • Lower intermediate • Intermediate (success is not easy to see, plateau effect) • Upper intermediate • Advanced (plateau effect; learner autonomy) What are the different levels?

  8. Different activities can be used at more than one level • Different levels of language (e.g. Simple language, more roughly tuned speech with beginners) • Activities depending on students’ language level • Teachers react both overtly and subconsciously to different levels. The materials and activities they use reflect the specific needs of the stunts at a particular level. How should we teach the different levels?

  9. What makes a good learner • Learner differences in terms of age and level • Motivation • Good learners are autonomous learners • Good learners want to experiment • Adult learners • Different levels, and how to teach them. CONCLUSIONS

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