أبو إيناس
06-09-2008, 13:43
Methodology and Age Groups
"Age" can be seen as a learner variable, a contextual consideration that can be rated alongside knowing "who" exactly your students are, and "where" and "why" they are learning English as a Second or Foreign ********. While it would perhaps be rash to say that this or that specific method matches this or that specific age group of learners, there are definitely general considerations for various age groups that ought to encourage teachers to be mindful/selective of the kinds of teaching techniques they use according to the age of their students.
Young Learners
It is very well known that children (from ages 5-12) are very much orientated in their minds around the "here and now" and directly visible/perceivable. Grammatical rules/explanations are usually lost on them, as are somewhat "adult" notions of what is correct and what isn't. They develop well when given plenty of examples and patterns to follow. They tend to have a much shorter attention span and need activities that capture their immediate interest. They also need much in the way of "sensory input" - that is, they need to have many or all of their five senses stimulated at once. While generally less inhibited than adults in terms of experimenting with new ********, they tend to have more fragile egos and can be very sensitive to their peers.
Teenagers
The ages 12-18 coincide with a time of rapid transition and change, both mentally and physically. As teenagers begin to develop more cognitive ability, they can be exposed to ******** learning techniques that require more logical and/or abstract thinking. Attention span begins to lengthen, but there are also more distractions of an emotional nature. Probably the most important considerations for these learners are "affective" ones. Issues to do with ego and self-esteem are at their height, and teenagers can be incredibly sensitive to the ways others see their physical, mental and emotional development. Real or percieved errors can shatter confidence and detract from risk-taking. Teachers of teenagers need to be able to find ways to draw on and develop congnitive, analytical and logic skills, whilst being constantly mindful of feedback techniques and confidence building strategies.
Adults
Teachers of adults need to bear in mind that these learners have longer attention spans and can handle learning that requires more cognition and abstract thinking. They tend to respond well to the teaching of grammatical rules. They may not be as willing to be "risk-takers", and generally need to feel respected and that they have a "choice-making" role in the classroom.
"Age" can be seen as a learner variable, a contextual consideration that can be rated alongside knowing "who" exactly your students are, and "where" and "why" they are learning English as a Second or Foreign ********. While it would perhaps be rash to say that this or that specific method matches this or that specific age group of learners, there are definitely general considerations for various age groups that ought to encourage teachers to be mindful/selective of the kinds of teaching techniques they use according to the age of their students.
Young Learners
It is very well known that children (from ages 5-12) are very much orientated in their minds around the "here and now" and directly visible/perceivable. Grammatical rules/explanations are usually lost on them, as are somewhat "adult" notions of what is correct and what isn't. They develop well when given plenty of examples and patterns to follow. They tend to have a much shorter attention span and need activities that capture their immediate interest. They also need much in the way of "sensory input" - that is, they need to have many or all of their five senses stimulated at once. While generally less inhibited than adults in terms of experimenting with new ********, they tend to have more fragile egos and can be very sensitive to their peers.
Teenagers
The ages 12-18 coincide with a time of rapid transition and change, both mentally and physically. As teenagers begin to develop more cognitive ability, they can be exposed to ******** learning techniques that require more logical and/or abstract thinking. Attention span begins to lengthen, but there are also more distractions of an emotional nature. Probably the most important considerations for these learners are "affective" ones. Issues to do with ego and self-esteem are at their height, and teenagers can be incredibly sensitive to the ways others see their physical, mental and emotional development. Real or percieved errors can shatter confidence and detract from risk-taking. Teachers of teenagers need to be able to find ways to draw on and develop congnitive, analytical and logic skills, whilst being constantly mindful of feedback techniques and confidence building strategies.
Adults
Teachers of adults need to bear in mind that these learners have longer attention spans and can handle learning that requires more cognition and abstract thinking. They tend to respond well to the teaching of grammatical rules. They may not be as willing to be "risk-takers", and generally need to feel respected and that they have a "choice-making" role in the classroom.