Lecture (6/27-7/4) What is Children and Adolescent/Juvenile Literature Looking at a bigger perspective, the Describing Learners (Harmer, Jeremy.

(2001). The practice of English language teaching. _____. The age of the students is a major factor in our decision as teachers People of different ages have different needs, competences, and cognitive skills Among age groups, experts believe that more children learn language faster than adults do. Pinker (1994) pointed out that acquisition is guaranteed for children up to the age of six, is steadily compromised from then until shortly after puberty, and is rare thereafter. (Briefly give your opinion on Pinkers claim. Point out how a child is considered ready for acquisition. Although Pinkers point lends itself well in language acquisition, you may discuss any form of acquisition. Refer to psychology theories, particularly that of Pinker and Piaget.) In all accounts learners could be separated in 3 ways: AGE Young Children Respond to meaning even if they do not understand individual words. Often learn indirectly rather than directly- taking all information from all sides Understanding comes not only from explanation but also from what they see and hear, and crucially, have a chance to touch and interact with. Generally display enthusiasm for learning and curiosity about the world around them In need of individual attention and approval of the teacher Keen to talk about themselves, and respond well to learning that uses themselves and their own lives as topics in the classroom Age Aptitude Learning styles

Have limited attention span; unless activities are extremely engaging they can easily get bored, losing interest after ten minutes or so.

Adolescents Searching for individual identity In need of self esteem In need of classroom engagements with materials which are relevant and involving.

Adult Learners Can engage with abstract thought. To Pinker (1994), they often depend on the conscious exercise of their considerable intellects, unlike children to who language acquisition naturally happens. They have whole range of life experiences to draw on. They tend to be more disciplined than some teenagers, and they are often prepared to struggle despite boredom. Have clear understanding of why they are learning and what they want to get out of it. Have experienced failure or criticism which makes them anxious and under confident about learning.

LEARNER DIFFERENCES 1. Aptitude 2. Good learner characteristics 3. Learner styles (Willing, 1987 in Skehan, 1998) a. Convergers Solitary, prefer to avoid groups Independent and confident in their own abilities Analytic

b. Conformists

Prefer to emphasize learning about something rather than learning to use it. For example, they prefer to learn language rather than use it. dependent on those in authority and are perfectly happy to work in non- communicative classrooms doing what they are told

c. Concrete learners Enjoy the social aspects of learning and like to learn from direct experience Interested in language use and language communication rather than language as a system

d. Communicative learners Oriented learners , examples: language oriented learners Comfortable out of class and show a degree of confidence and a willingness to take risks which their colleagues may lack Interested in interactions

(List specific age range which you think covers the different groups of learner styles presented here. Defend your choice by explaining how the age range act in the society and how much they deal with language learning in particular and learning in general. Example: 10-15 are convergers because they ______ , _______. )