Learner characteristics and

needs

1 My learning style is auditory and I think most of my teaching is auditory, too.

2 I spent two lessons explaining learning strategies to my students when they started. They just weren't interested, so I haven't tried it again.

3 Some of my students are really good at learning things by heart, but I think that's old-fashioned.

Reflection

Learner

characteristics

Motivation

Learning style

Learning strategie

sPast

language learning

experience

What are learner characteristics?

visual the learner learns best through watching and looking auditory the learner learns best through listening and hearing kinaesthetic the learner learns best through being physical, while

moving or touching things group the learner learns best through working with others individual the learner learns best through working alone reflectivethe learner learns best when given time to consider

choices impulsive the learner learns best when able to respond

immediately analytic the learner learns best when given the opportunity to

analyse things autonomous the learner likes to decide what he/she learns and how

to learn

Learning styles

Individual difference

s

Reasons for needing English

Beliefs about what a teacher can or should

do

Previous learning

experience

Preferences for classroom methodology

Speeds of working and

learningTopics they

find interestingIntelligences

Levels in various language

systems and skills

Individual differences

C2 Mastery (= Nearly native-speaker level)

Cl Operational proficiency (= Advanced) B2 Vantage (= Upper

Intermediate/Post- Intermediate)

B1 Threshold (= Intermediate) A2 Waystage (~ Pre-Intermediate) A1 Breakthrough (= Beginner/Elementary)

Common level structures

Ways to find

out about learne

rs’ needs

Where learners are

starting from: their present

language level, current problems, etc.

What learners

would like to learn (which

may be different

from what they need)

How they want to study it

(people have very

different preferences

about how to learn things)

Needs analysis I

Speaking

Show the intended coursebook for the course and discuss it together with the

class

Interview learners individually or in

pairs

Ask learners to describe/draw/make a

model of their workplace or a diagram of their

company structure, etc.

Plan activities to focus learners on specific issues,

leading to discussion

Ask each learner to bring in samples of material they work with (or expect to work with in the future): leaflets, letters, tasks,

professional magazines, etc.

Needs analysis II

Ask small questions (e.g. ‘Which activity today was most difficult for you?’) as well as big ones (e.g. ‘How

useful is the course for you?’). They are easier to answer.

Whether you go for oral or written feedback, vary it. Don’t turn it into a

ritual.

Ask simple, factual questions as well as evaluative questions, e.g.

‘How many words today were new for you?’ as well as ‘Which

activity did you enjoy most?’Some common feedback

opportunities: feedback at the start of a lesson, at the end of a lesson, at the end of a week, at the start of a new coursebook

unit, at the end of a unit, before the class does an activity, after

an activity, as the core topic of an activity, written at home.

Getting useful feedback