Describing Learners

DESCRIBING LEARNERSAgeLearners DiferencesIndividual VariationsNeuro-Linguistic ProgrammingMI theoryWhat to do about individual diferences?What is NLP?We use a un number o !re"resentational systems# to e$"erience the %orld& 'hese systems are described in the acronym !VA()*# %hich stands or+ VisualAuditory(inaesthetic+)lactory*ustatoryMI ,Multi"le Intelligences-.o%ard *ardner suggested that %e do not "ossess a single intelligence but a range o !intelligences#&Musical/rhythmicalVerbal/linguisticVisual/spatialBodily/KinaestheticLogical/mathematicalIntrapersonal and Interpersonal What to do about individual diferences?When ans%ering com"rehension /uestions about reading "assages I "reer to %or0+A- on my o%n&1- %ith another student&2- %ith a grou" o students& Language levelsBeginner: 2an understand and use amiliar everyday e$"ressions &2an introduce him3hersel and others and can as0 andans%er /uestions about "ersonal detailsElementary: 2an understand sentences and re/uently used e$"ressions related to areas o most immediate relevance ,e&g& very basic "ersonal and amily inormation4 sho""ing4 local geogra"hy4 em"loyment-& 2an communicate in sim"le and routine tas0s Intermediate: 2an understand the main "oints o clear standard in"ut on amiliarmatters regularly encountered in %or04 school4 leisure4 etc&2an deal %ith most situations li0ely to arise %hile traveling in an area %here the language is s"o0en&2an describe e$"eriences and events4 dreams4 ho"es and ambitions and brie5y give reasons and e$"lanations or o"inions and "lans&Upper intermediate+ 2an understand the main ideas o com"le$ te$t on both concrete and abstract to"ics4 including technical discussions in his3her 6eld o s"eciali7ation&2an "roduce clear4 detailed te$t on a %ide range o sub8ects and e$"lain a vie%"oint on a to"ical issue giving the advantages and disadvantages o various o"tions&Advanced: 2an understand a %ide range o demanding4 longer te$ts4 and recogni7e im"licit meaning&2an e$"ress ideas 5uently and s"ontaneously %ithout much obvious searching or e$"ressions&2an use language 5e$ibly and efectively or social4 academic and "roessional "ur"oses&2an "roduce clear4 %ell-structured4 detailed te$t on com"le$ sub8ects4 sho%ing controlled use o organi7ational "atterns4 connectors and cohesive devices&

MethodologyLanguage tas! and topicsWe have to ad8ust the level o students %e are teaching&At begginer and elementary levels4 %e have to use %ords and "hrases that are as clear as "ossible&We don9t have to conuse our :s by ofering them too many diferent accents or varities o ;nglish&'a0ing care at lo%er levels to moderate the s"eed %e s"ea0 at and to ma0e our intruction es"ecially clear& MotivationE"trinsic motivation: it is the result o any number o outside actors4 or e$am"le the need to "ass an e$am4 the ho"e o 6nancial re%ard or the "ossibility o uture travel& Intrinsic motivation: it comes rom %hithin the individual& 'hus "erson might be motivated by the en8oyment o the learning "rocess itsel or by desire to ma0e themselves eel better&E"ternal sources o# motivation$he goal: one o the strogest outside sources o motivation4 %hich students "erceive themselves to be learning or&$he society %e live in: the attitude to language learning and the ;nglish language in "articular& $he people around us: the in5uence o "eo"le %ho are close to students&&uriosity: initial motivation4 such us interest to see %hat it is li0e&The motivation angelThe motivation baseAfectAchievementAttitudeActivitiesAgency