1 / 16

What can teachers / learners do? Chapter Overview

Chapter 10 : Focus on the Language Learner: Styles, Strategies and Motivation. Second Language Acquisition . presented by : Kamel Saedi. What can teachers / learners do? Chapter Overview. 1. Learner characteristics 2. Learner styles 3. Learner strategies 4. Learner motivation.

tamekah-marshall
Download Presentation

What can teachers / learners do? Chapter Overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 10 : Focus on the Language Learner: Styles, Strategies and Motivation. Second Language Acquisition.presented by :Kamel Saedi

  2. What can teachers / learners do?Chapter Overview 1. Learner characteristics 2. Learner styles 3. Learner strategies 4. Learner motivation

  3. Successful L2 Learning Success in learning a foreign or second language (L2) depends on a variety of factors such as duration and intensity of the language course  characteristics and abilities of the teacher  appropriateness of the teaching methodology  quality of the textbook  size and composition of the learner group  amount of natural L2 practice opportunities  the characteristics of the language learner

  4. Characteristics Outside the Teacher's Control  Age  Gender  Language Aptitude  Learning Styles

  5. Age and L2 Acquisition “… recent research shows that 'the younger the better' principle is only valid in environments where there is a constant and natural exposure to the L2 (for example, learning French in France); in typical classroom environments where the amount of exposure is relatively small, older learners seem to have the advantage over their younger peers, that is, here, older is better.”

  6. Language Aptitude “It is best seen as the language-related aspect of intelligence, and it determines the rate of learning and the amount of energy the progress is likely to require of the learner.” “…it is important to note that language aptitude does not determine whether or not someone can learner a language….this can be compensated for by various other factors….”

  7. Learning Styles Preferences  Sensory / perceptual style preferences  Cognitive style preferences  Personality-related style preferences

  8. Sensory / Perceptual Style Preferences Being more  Visual  Auditory  Tactile / kinesthetic (hands-on)

  9. Cognitive Style Preferences Being more  Global or particular / detail-oriented  A synthesizer and/or being analytic  Deductive or inductive

  10. Personality-Related Style Preferences Being more  Extroverted or introverted  Abstract/intuitive or concrete/sequential  Open or closure-oriented

  11. Strategy Types 1. Language Learning Strategies 2. Language Use/Communication Strategies

  12. Language Use Strategies 1. Retrieval Strategies 2. Rehearsal Strategies 3. Communication Strategies 4. Cover Strategies

  13. Communication Strategies “…the verbal (or non-verbal) first aid devices which may be used to deal with problems or breakdowns in communication. These devices enable learners to stay active partners in communication even when things do not go well.”

  14. Communication strategies(Dönyei)

  15. Cognitive, Meta-cognitive, Affective and social Strategies * Cognitive, Metacognitive, Affective, Social Strategies. Classifying Strategies According to Skill Areas

More Related