LEARNERS AND LEARNING ASSIGNMENT 4 Essay

INTRODUCTIONStudents cultivation English as a foreign dustup argon often confronted with the challenge of cultivation and using English effectively. nigh students securem to cope with the difficulties of wording learning with great victory and uncomplete little effort, while for others the problem is neither an enjoyable nor a in(predicate) one. What is it that makes learning a new langu get on so easy for approximately and so difficult for others? One reason is that severally student has his/her avow favourite(a) way of learning that is firm by his/her cultural and educational background and personality (Shoebottom, 2007).BRIEF LESSON OUTLINEIn this appellation I evaluated differences in learners responses and considered ways in which the quality of their learning could be improved. The lesson was aimed to tending the students understand and use the 2nd Conditional in the context of animation survival. I designed a lesson of an escape survival see at school which consisted in hobby rules of a fire exit plan in e truly(prenominal) room. Its the kind of thing you always see on your hotel door, with a plan of all the exits, staircases, elevators and rooms. I gave them a recreation and style rich way to use these plans in a zombie-infested edifice right here at school, of course, containing plenty of grammar-juice in it.STUDENTS PROFILEThere are 20 students in my class. The learners described are intermediate students whose ages varied from 16s to 17s.I throw off been education them for much or less 9 months. They show great interest in manner of speaking learning and just about of them like my t for each oneing approaches and interact with me fountainhead in class. 2/3 of the students are of average level of the class. They like to hap in class but are atonic at the truth of language.DIFFERENCES IN LEARNERS RESPONSES AND ACHIEVEMENTSHaving observed and taught the class, I can figure out that each student has his/her own way of fo llowing my teaching stages and activities during thelesson. These different ways seemed to influence how they responded to different teaching methods I applied in each activity and how successful they were in understanding and using the language focus. The differences discussed later(prenominal) include the learners age, motivation, personality, and social and cultural background.AGECompared to motivation, personality, and social and cultural background, age seems to be easier to define and mea current. Nevertheless, the relationship between learners age and their potential success in foreign or second language accomplishment is gloss over a subject of debate. Linguists argue that many young learners are fitting of communicating successfully in a foreign language, in footing of accent, word choice, or grammatical features because they begin learning a language when they are young (Lightbown & Spada, 2003). I, therefore, planned and great deal up activities that helped them un derstand, practice, and produce the language pull in piecemeal in a relaxed atmosphere and a non-threatening way. My pigeonholing stated that they preferred fielding in pairs to other options. They were shown to be well sleepd in the primary senses Visual, Auditory or Kinesthetic which citizenry use principally in learning. This information is in tonal pattern with my observations of this classify in class and I believe is also approximately representative of their age. Being teenagers, they have still to fully develop their preferred learning styles and learners of this age group often feel self-conscious about being criticized or corrected in front of others. Having said this, I found my group to be attentive and well-balanced learners.MOTIVATIONMy students were very motivated and excited planning their way out of a zombie-infested building. They started performing a little, and they could not wait to start the lesson. They did not mind following my instructions and were pass oning to do any activities set up in each teaching practice. In order to sustain the pupils motivation, I set up a variety of activities, i.e., guessing pictures, role play, listening tasks, aggroup work, highlighting form and pronunciation, mingling speaking activity. By doing these variousactivities, I could avoid boredom and increase their interest levels during the one hour lesson. Williams (1999) cites the work of Gardner (1985) and defines motivation as consisting of effort, cocksure desire to achieve the goal of learning, plus favorable attitudes towards learning the language. A distinction is make between combinatory (or intrinsic) orientation, which occurs when the learner wishes to identify with the culture of the target language, and instrumental (extrinsic) orientation, which occurs when motivation arises from outside(a) goals, such as passing exams, financial rewards, or furthering a career. Lamb, M. (2012) adds a third category success in the task, which is a combination of contentment and reward. PERSONALITYOne of the challenges I faced teaching this lesson (in the beginning) was the discipline. I made clear right from the start of the lesson what the rules of the classroom were and the consequences of not behaving well, this made the students behavior in my classroom much better The personality of the group as a whole was of outgoing teenagers. They were eager to participate and even out the shy ones contributed willingly in this lesson. A few of them, the extroverts, were the ones who volunteered to a greater extent. Usually, these are the most prominent students, and this helped in modeling correctly for their peers. They had no problem in following instructions and started work immediately. I was pleased to see they agree to work without hesitation. They did prefer to work with a friend, as it often happens when they have been together for at least three years, but still they worked collaboratively. fond AND CULTURAL BACKGROUND The social background of the students in this Institution is of a well-off family with moral values. The majority of them go abroad for their holidays and own a house and one or two cars. Their parents either own a business or have an executive position in a company. They belong to a club and have lessons in the afternoon of martial(a) arts or practice a sport. During this lesson I noticed an alive(p) participation, students also play active roles in developing the knowledge that was to be learned, this in my own way of seeing things is that a student that has a better social status tends to be much organized and more structured this also involves some shifting of roles and responsibilities teachers become less directing and more facilitative, while students assume increasing responsibility. During this class my students took risks with the language in communicative tasks. They expressed their ideas orally without being afraid of making mistakes. They were more concerned with spe aking fluently than speaking accurately. Altogether, I believe a good social and cultural background contributes for a better learning environment. (Shoebotton, 2007) IMPROVING THE QUALITY OF LEARNING FOR THE LEARNERSHaving described my students above, I am determined to improve their learning quality through some teaching strategies I elaborate in the following paragraphs. The strategies will be in uniformity with their age, motivation, personality, and social and cultural background. During the class I noticed that some students did their silk hat to maintain communication with their peers, but their pronunciation and their structure was not very successful. I was very happy to see that the language was produced but I think it was not good enough for an activity of this magnitude. In the futurity I will conduct oral productive stages to cater the weak learners. Later, I will also monitor them and give feedback on their preposterous expressions so they will find the communicati ve activity more purposeful and almost at the same time they will pay up more attention to form in a more interesting way. I will maintain highlighting form and pronunciation since they like to pay attention to details of language, especially grammar rules. I will set up activities related to language form so that they can be more motivated to show their grammar competence. Afterwards, I will ask them to practice the form in a guided speaking activity so that they will be more ready to enter a freer speaking activity. In relation to the students motivation, besides setting up activities that suit their learning characteristics, I will also keep setting up various activities ranging from sign to main activities and from receptive skill to productive skill stages. By doing so, I can avoid teaching patterns that potentially create boredom and gradually demotivate their learning spirit. Instead, I will conduct different activities in each stage that can optimally increase their motiv ation.CONCLUSIONHaving stated the learners and learning issues above, I believe that varying classroom activities, teachers will make sure to cater learners with different learning styles at least some of the time. If we balance the activities to suit the learning styles, it is quite probable that the outcome will be the result of a well-planned lesson. Timing also plays an important role in planning lessons. While some activities like completing a task in a limited time proves to set pressure upon the learners. This appellation makes me really reflect on my teaching experiences. I believe this assignment contributes a great deal towards my teaching skills and in turn potentially develop my understanding towards my students learning styles, responses, and achievements.ReferencesShoebottom, P. 2007. Language learning styles. Retrieved on November 23, 2007 from http//esl.fis.edu/parents/advice/styles.htm Lightbown, P.M. & Spada, N. 2003. How Languages argon Learned. UK Oxford Univers ity Press Williams, M., & Burden, L. R. (1997). Psychology for language teachers. Cambridge Cambridge University Press. Gardner, R. C. (2006). The socio-educational model of second language acquisition A research paradigm. EUROSLA Yearbook, 6, 237-260. Lamb, M. (2012). A self-system perspective on young adolescents motivation to learn English in rural and urban settings. Language Learning, 62, 997-1023.