Teach English in Jingong Zhen - Anqing Shi

Learning Modes - Young Leraners vs Adults?Though similarities have been found between young learners and adults during their motivation process, there are evident differences which need to borne in mind, especially by a teacher, to ensure smooth transition during the process of learning.? Learning begins with the need for some motivation, an intention to learn which then leads learners to discovering learning styles that would get the most out of what they could possibly achieve in their learning experience. The learning style of young learners, although has similarities to adult learners, also has many distinct differences. These differences bring out a considerable amount of factors that affect the teacher?s role in the learning process. One of the main factors that really affects how and what we decide to teach is the age of the students. Therefore, it is necessary that a teacher should be familiar with the following characteristics of both young and adult learners so as to adapt teaching styles and methodologies that would be most appropriate for particular age group. Below is a comparison of the learning characteristics of young and adult learners. Of course, these are generalizations with exceptions occurring in each group of learners, but ESL/EFL teachers may want to keep these differences in mind as we consider the learner population. The design of the course down to the teaching and learning process would be influenced by the expected generation of learners. These comparisons between young learners and adult learners will help teachers determine learning and teaching guides/styles that specifically apply to learners with their distinctive characteristics. 1. Young learners have short attention span. Teachers should vary their techniques to break the boredom. They should give varied activities as handwriting, songs, games, etc. Adults are and need to feel self-directed with their personal reasons in taking a course (e.g. requirement of employers). Engage students in designing the learning process; expect students to want more than one medium for learning and to want control over the learning pace and start/stop times. 2. Young learners are very active. Let them play games, role play dialogues and involve them in competitions. Adults tend to be less interested in games and survey types of courses and more interested in straightforward how-to. Focus on theories and concepts within the context of their applications to relevant problems; orient the course content toward direct applications rather than toward theory. 3. Young learners respond well to praising and rewards. Always encourage them and praise/reward their work. Adults expect to be treated as adults. Treat questions and comments with respect; acknowledge contributions students make to the class; do not expect students to necessarily agree with your plan for the course. 4. Young learners differ in their experience of language. Treat them as a unit. Don't favor those who know some english at the expense of those who do not know. Adults have years of experience and a wealth of knowledge. If they have prior knowledge about the language, use your adult students as resources for yourself and for other students; use open-ended questions to draw out students' knowledge and experiences; provide many opportunities for dialogue among students. 5. Young learners are less shy than older learners. Ask them to repeat utterances, resort to mechanical drills. They enjoy imitating and skillful in listening accurately and mimicking what they have heard. Adults are shyer than young learners in terms of imitating and mimicking what they have seen or heard. 6. They are imaginative. They are able to concretize things without bragging about issues or problems in the outside world. Use realia or pictures to teach new vocabulary related to concrete meanings. Adults often have a problem-centered approach to learning. Show immediately how new knowledge or skills can be applied to current problems or situations; use participatory techniques such as case studies and problem-solving groups. 7. They are imaginative but may have some difficulties distinguishing between imagination and real world. Guide them well to see which is realistic and which is not through activities. Adults have established values, beliefs, and opinions. Take time to clarify student expectations of the course; permit debate and the challenge of ideas; be careful to protect minority opinions within the class. Focus on realistic and topic-related issues. In summary, adult learners usually approach learning EFL/ESL differently compared to younger learners: ? They are more self-guided in their learning but based on their own personal reasons in taking the course. ? They bring more, and expect to bring more, to a learning situation because of their wider experience- and can take more away. ? They require learning "to make sense" - they will not perform a learning activity just because the instructor said to do it. They tend to design their own learning by being selective. However, it is significant to note that young learners who are much more imaginative are more open to learning new information about language in this case, for they can be geared up to certain goals if properly motivated by the teacher whom they depend on to entirely design their learning. Guided by the teacher, their limited experience directs them to focus on what they need to learn based on determined learning design and styles. This is where the teacher?s role comes in upon being aware of the general characteristics of young learners and adults as well. In conclusion, it is though indispensable to point out that the above set forth assumptions are not to be regarded as definitive ones, as there are such further linguistic characteristics that influence greatly the teaching and learning process. The most outstanding of which are the following: personal motivation, personal language skills and learning potential, and certainly the teacher?s professionalism. But in more general terms, a young learner is more likely to become an efficient learner in the framework of learning english as a foreign language.