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2

3

GROUP D

DIAN BUDIARTI

PUJI RAHAYU

SRI SETYANINGRUMTASMI

N

PRESENT

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5

DESCRIBING LEARNERS

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Age

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They respond to meaning They often learn indirectly Their understanding comes not just from

explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with;

They are enthusias and curious They have a need for individual attention

and approval from the teacher;

Young children- up to the age of ten

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They so much less motivated and present outright discipline problems

They search for individual identity- this search provides the key challenge for this age group;

Peer approval may be considerably more important for the student than the attention of the teacher,

..”the teacher’s failure to build bridges between what they want and have to teach and their students’

Linking language teaching far more closely to the students’ everyday interests through, in particular, the use of humanistic teaching.

Adolescents

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Can engage with abstract thought. Have a whole range of life experiences to

draw on; Have expectations about the learning

process Tend to be more disciplined, and often

prepared to struggle on despite boredom Can be critical of teaching methods;

Adults

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1. Aptitude (skills) test: to measure general intellectual ability

2. Good Learner Characteristics: Tolerance of ambiguity Ego involvement High aspirations Goal orientation Creativity Perseverance (persistence), etc…

Learner Differences

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3. Learner Style : convergers conformists concrete learners communicative learners

4. Individual Variation Neuro-linguistic programming Multiple Intelligence

Learner Differences

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Children are all unique learnersGardner’s framework for multiple

intelligences Howard Gardner (Frames of Mind: Theory of Multiple

Intelligences) suggested that intelligence has no unitary character and is manifested in different ways in different children.

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5. What to do about individual differences

Learner Differences

Person A Person B Person C

• Quiet• Likes school• Sings well• Enjoys hands-on activities

• Athletic• Understands ideas quickly• A leader; other people dowhat s/he says to do• Good at debates

• Social, likes to be with others• Likeable• Speaks two languages• Talks a lot• Doesn’t like to read

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Language levels

1. Methodology

2. Language task and topic

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Language levels

1. Defining Motivation extrinsic and intrinsic

2. Sources of Motivation The goal The society we live in The people around us Curiosity

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motivation

3. The Motivation Angel Effect Achievement Attitude Activities Agency

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motivation

Conclusion 1. Learners divide into : age, different

approaching method, language level and motivation.

2. There are two method in individual variation ( NLP and MI)

3. Methodology is some technique and activities that are suitable for some levels.

4. Source of motivation; extrinsic motivation and intrinsic motivation.

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Thank you