How to be a Good

Learners
Name group:
Lista Kumala Sari Sinaga
Maria Ratu Rosari Berek
Heti Hidayah
Zulia
Zaya
Why is it difficult to describes a good
learner

We have to consider:
Backgrounds (learning experiences)
Why they are in the classroom
Different methods.
Student's personality
How much they practice.
 How important is the students
motivation?
When they are highly motivated. Or a afraid of failura, or they love
the subject. Or have a practical reason: they learn fantastically fast.
Integrative motivation is more important than instrumental motivation
Positive attitude
Class participation
Conscientiousness
Humour
Real motivation comes from within each individual
Who is responsible for learning?
self-study (textbooks exercise, tape, and vidio recorders
self-acces (their own interests and needs)
learning is partnership between teachers and students
Some students think teacher's job is to provide learning.
Teachers should not Impose a pattern of learner Independence.
Start very gradually.
Be sensitive to then own expectations of learnmg and act
accordingly.
 Characteristics of good
classroom
A willingness to listen; attention not only to the class, but also to analyses
how language is beingg used, absorbing what might be useful for them.
A willingness to experiment: prepared to take risks
A willingness to ask questions: are curious and judge when it IS
appropriate to ask relevant questions.
A willingness to think about how to learn: Invent and find their own
methods of studying, both in a lesson and when they study on their own.
A willingness to accept correction: Interested in receiving feedback and
prepares be corrected.
 Teaching adults

Long history of past experience

Success and failure
More nervous of learningg and anxiety about the process of learning
They consider the Importance of learning
Greater attention span
Less likely to have discipline problems
More serious learning
Necessity of understanding the reason of learning something
Well response to entertaining activities
 Different levels

Three basic levels: beginner, Intermediate and advanced.

Beginner: Those who do not know any English
Intermediate: Those who have basic competence in speaking and
writting and can fairly understand listening and reading activities. This
level Involves comprehension of general real language m use.
Advanced: Those who manage the language competently and are able to
communicate Ideas fluently ( native speakers)
 Other descriptive terms

false beginner: Those who cannot' use the

language, but actually know quite a lot. Through
learning, this knowledge can be easily activated.
Elementary: Students who can communicate
using simple vocabulary.
Upper intermediate: Students with intermediate
proficiency and an extensive knowledge of
grammatical constructions. They have not
acquired the accuracy of advanced learners yet.
 Beginners:

Success is easy to see and arrange.

To adults is more stressful than expected.
Teaching beginners becomes stimulating and great fun
for teachers.
To see the success in language learners is invigorating.
 Intermediate Students:

Success is not easy to perceive, because they have achieved a

lot.
"Plateau Effect" as regards students' improvement.
Avoid it creating challenging tasks and make them analyze
language more thoroughly.
Set clear goals to measure their achievment
 Advanced students:

Students already know a lot of English

There is still the danger of the "Plateau Effect".
Need to create a classroom culture where learning is not seen as
learningg a language.
Need to show them what they still have to learn and also their
improvements
Concentrate on style and perceptions of appropriacy, connotation and
inference.
Use language more subtlety.
Encourage responsibility.
 How should we teach the
different levels:

Many activities can be used at more than one level,

but there are some which are more appropriate.
Pronunciation practice, simple introduction
dialogues for begginers.
Discursive essay writting or for formal debating.
 Main difference is language:
Beginners: Simple language to make them understand and get
pleasure plus good learning.

Level of language affects the teacher's behavior:

To rough tune our speech by exaggerating the tone of voice and
gestures
Get meaning across
But at higher levels is not so significant, they will feel patronized
For advanced students we have to be richer and more subtle.
To sum up, teachers react overtly and subconsciously to
different levels. The materials they use and the engaging
activities they provide fulfill the students' needs, at the
level in which they are.