Reasons for Learning

 ESP
Some students need English for specific
purposes.Such students of ESP may need to learn
legal language , or the language of tourism,banking
or nursing , or business English.
 EAP
Many students need English for Academic purposes
in order to study at an English –Speaking university
or college or because they need to access English-
Language academic texts.
 General English
 Different contexts for
Learning
 EFL
 English as a foreign language.Students of EFL tend to be learning
so that they can use English when travelling or to communicate
with other people , from whatever country,who also speak English.
 ESL
 ESL students on the other hand ,are usually living in the target
language community. Theylatter may need to learn the particular
language variety of the community.such as Scottish English ,
Austrailien English,rather than a more general language variety.
 They may need to combine their learning of English with
knowledge of how to do thing in the target-language community
such as going to a bank , renting a flat , accessing health services,
….
 ESOL

English for speakers of

other languages.
The use of English for international
communication ,espicially with the
Internet, means that many EFL students
are in effect living in a global target
language community and so might
be thought of as ESL students
instead.partly as a result of this we
now tend to use the term ESOL to
describe both situations.
SCHOOLS AND LANGUAGE SCHOOLS

 English in schools
 IT
 Private language schools
 Large classes and one-to-one
teaching
 Real and virtual learning
invirnments
LEARNER DIFFERENCES

Age

 Children
 Young learners
 very young learners
 Adolescent
 Young adults
LEARNING STYLES

Neuro –lingustic programming

Multiple intelligences
 Neuro –linguistic
programming

 Neuro-linguistic Programming takes account of

this by showing how some students are
especially influenced by different stimuli.
 Visual stimuli
 Auditory stimuli
 Kinaesthetic or physical activities
MULTIPLE INTELLIGENCES

 First articulated by Haward Gardner.

 In this formulation we have a number of different
intelligences such as mathematical,musical,
interpersonal, spatial,emotional.,
 We have different individuals with different
learning styles and preferences.
A1 A2 B1 B2 C1 C2
Beginners and false
beginners
 Beginners are the students who srart a beginners
course having heard virtually no English.
 False beginners reflect the fact that the latter
cant really use any English but actually know
quite a lot which can be quickly activated, they
are not real beginners.
Elementary students

 Elementary students are no longer beginners

and are able to communicate in a basic way.they
can string some sentences together,construct a
simple story,or take part in simple spoken
interactions.
Intermediate students

 Success is less obvious at intermediate

level.intermediate students have already
achieved a lot,but they are less likely to be able
to recognise an almost daily progress.on the
contrary,it may sometimes seem to them that
they do not improve that much or that fast
anymore, we often call this plateau effect..
Avoiding plateau effect in
advanced students

 Working on appropriacy, using the right

language in the right situation
 Connotation, whether words have a negative or
positive tinge
 Inference, how we can read behind the words to
get the writer s true meaning.
 Educational and cultural
background
Some children come from homes where education
is highly valued, and where parental help is readily
available.other children however may come from
less supportive backgroundsand where no backup is
on offer.
Where students have different cultural backgrounds
from the teacher or from each other,they may feel
differently from their classmates about topics in thr
curriculum.
The importance of student
motivation
 Extrinsic motivation
 Extrinsic motivation is that students bring into
the classroom from outside.
 Intrinsic motivation
 Intrinsic motivation is the kind of motivation
that is generated by what happens inside the
classroom , this could be the teachers
methods, the activities that students take part
in.
 Sustaining the motivation

What can a good teacher do keep students

motivated?
Responsibility for learning

 Learner autonomy
 Giving students agancy is seen as a key
component in sustaining motivation ,then
such agancy is not just about giving students
more decision –making power.
 It is also about encouraging them to take more
responsibility for their own learning.
 We need to gradually extend the student s role
in learning.