LEARNER CHARACTERISTICS, LEARNER NEEDS, AND
DIFFERENCES BETWEEN L1 AND L2 LEARNING
I.
LEARNER CHARACTERISTICS
Every learner has his/her own characteristics,
depends on the person itself. The characteristics affect the process of
learning of the learners. By knowing learner characteristics, a teacher can
treat them better and optimaze the learner’s learning process. According to the Index of Learning Styles survey by
Barbara Solomon and Richard Felder, there are eight characters of learners as
follows :
1. ACTIVE
LEARNERS:
ü Learn
best by doing
ü “Let’s
try it out and see if it works”
ü Like
group work
ü Lecture
classes are challenging
ü May
have difficulty when they always act before they think
ü Should
try to work and study in groups or with a partner
2. REFLECTIVE
LEARNERS:
ü Like
to process information before trying it out
ü “Let’s
think through it first”
ü Like
to work alone
ü May
have trouble getting started if they think too long before acting
ü When
learning new information, should stop periodically and try to apply it in new
ways
3. SENSING
LEARNERS:
ü Like
to learn facts
ü Like
to use established methods to solve problems
ü Resent
being ‘thrown curves’ ( ie being tested on something that hasn’t been
‘covered’)
ü Are
patient with detail work and are good at memorizing
ü Like
hands-on work
ü Like
learning things that have a direct connection to the ‘real world’
ü Should
ask for specific examples when task is unclear
4. INTUTIVE
LEARNERS:
ü Prefer
to discover new ideas and connections
ü Like
abstract problems
ü Prefer
to work quickly
ü Don’t
like to memorize or do routine calculations
ü Should
try to discipline themselves to check work to make sure careless mistakes
haven’t been made
5. VISUAL
LEARNERS:
ü Remember
what they see—timelines, demonstrations, flowcharts
ü Create
timelines for projects, papers, tests
ü Color
code tasks
6. VERBAL
LEARNERS:
ü Prefer
written or spoken instructions
ü Should
write summaries of tasks in own words
ü Should
try to work in groups or with a partner whenever possible
7. SEQUENTIAL
LEARNERS:
ü Like
to follow steps in learning and in finding solutions
ü May
know a great deal about each step of process, but have a hard time
understanding ‘the big picture’
ü Should
try to fill in missed steps by asking instructor or supervisor
ü Should
try to think ahead to end product, even if he/she is not sure what it might be
8. GLOBAL
LEARNERS:
ü Tend
to learn in large leaps, without necessarily processing all steps
ü Have
many “A-ha!” moments
ü Sometimes
have difficulty explaining how they reach conclusions
ü Are
not detail-oriented
ü Should
find out as much as possible about a new project, task, or topic before
tackling assignment
II.
LEARNER NEEDS
Every learner has a various kind of needs when she
or he learn a foreign language. The needs will be influence in his/her
learning. The needs could be personal needs such as praise to motivate the
learner or a needs to play, learning needs such as a need to become more
fluent, or professional needs such as a needs to have a good English to be
going to study at an English-medium university. The table bellow will be
contain of the kind of learners.
LEARNER NEEDS
|
|
Kind of needs
|
Reason for needs
|
Personal
needs
e.g.
Security, challenge, support, praise, movement, goals, learning expectations,
other psychological or physical needs
|
Age
Gender
Cultural
background
Interests
Educational
background
Motivation
Personality
|
Learning
needs
e.g.
Specific ways of learning, specific target language, specific language
subskills, exam strategies, learner autonomy, working at a suitable level
|
Learning
styles
Past
language learning experience
Learning
gap (gap between the learner’s present level and the target level of language
proficiency)
Learning
goals and expectations for the course
Level
of skill and knowledge
Availability
of time
exam
|
(Future)
professional needs
e.g.
Specific subskills, specific vocabulary and grammar, specific functions,
specific types.
|
Professional
language requirements for employment, training or education
|
Learners at primary or secondary level
may have personal needs such as praise and playing. In their age, they still
feel happy to be praised with everything they do. It also could motivate them
to do good stuff. They also like to play around with their friends to get an
experience. Adults or older teenagers usually will have professional or
academic needs. For example they will need it to prepare their university
entrance exam or older learners who may
be going to study at an English-medium university. And the other older learners
who need it to get a specific job or to start new job duties.
To meet a learners in school, the
teachers can find out through observation, questionnaires or through discussing
them with students in the class. Learner needs can affect many things related
to their learning, in example which methods or approaches they like the teacher
to use, what topics interest them, what language and skill they have to focus
on, and what materials they prefer. And to face the learner needs, the school
should provide different kind of courses such as activity-based courses for
younger learners, medical English for doctors, study skill courses for learners
wishing to go to an English-medium school or university, etc.
III.
DIFFERENCES BETWEEN L1 AND L2 LEARNING
What are the difference
between L1 and L2 Learning?
In according Lynne Cameron (Language Learning
Library,Cambridge, p.12), ”when we learn our first language we are likely to
learn it in different way and difference contexts from we learn a second language. And think about the learne’s age , ways of learning and context
they are learning in”.
1. L1
Learning
a. Age
is from learning stars from baby and continue through childhood.
b. Babies
learn language at the same time as their cognitive skills
c. Learners
are motivated to learn language as they need to communicate.
2. L2
Learning
a. Starts
in primary or secondary school. It may also start and continue in adulthood.
b. Learners
may be still developing or have developed their cognitive skills.
c. Adult
learners may already have expectations about how languages should be learned.
Based on past experiences of learning, some may or may not be motivated to
learn the language.
It
means that context of learning,
L1 learning is we can exposure and picking up language, hearing the
language all the time, and needing to communicate. And through interaction with
family. Then, Have lots of opportunities to experiment with language. On the
other hand, Bet lots of praise and encouragement for using the language.
For L2 Learning is through being taught specific
language items. Often by focusing on structures and individual words. Learners
are not exposed to the L2 very much - often only in class (3-4 hours a week).
Teachers have vary the amount of praise or encouragement. And for learner may
receive little or no individual attention. In addition, learners are often asked
to produce correct language and are corrected by teachers.
Differences
between L1 and L2 learning?
In according from Diane Larsen-Freeman from book (In
Language teaching as a Second Language, Oxford), L1 and L2 is actually we can
learn our first language as a baby and as a young child and continue to build
our language as we grow older and learn different kinds of language and
language skills.
According to
Diane Larsen-Freeman, we are
talking about L1 is from the babies and children are surrounded by their first
language. They hear and see their families, friends and strangers talking and
interacting with each other and friends and family interact with them. Children
are constantly provided with opportunities to use the language and to
experiment with the language as they are learning it and they receive constant
praise and encouragement for their efforts. Parents encourage and persuade
their children to talk by simplifying their own language and directing simple
questions and requesting simple responses. When children’s language is
inaccurate, adults very rarely correct them or make them repeat accurate forms
and they will, more often than not, respond to the utterance in anatural way.
Babies and children learn language by ‘acquiring’ it
through exposure and by picking it up. They are generally highly motivated to
learn their first language because they have a great need and desire to
communicate with others around them. They hear and see friends and family
communicating with each other and they will listen and take in this language
and process it during a ‘silent period’, possibly lasting many months, before
using language themselves. When children start using language the language they
use will be about things they see around them and they will play and experiment
with new language. They learn through this experimentation and through
interaction with family and friends.
And then, most people learn their second language at
school in a classroom. Some start at primary school or secondary school and
their learning might continue in later life. Some people begin second language
learning as adults and attend lessons along with the other things they do in
their lives.
In my point of view about L2 is Second language
learners do not usually hear or read more than three or four hours a week of
the second language, so they do not have much exposure to the language. The
exposure they do get is generally in the classroom, where they will hear
recordings and read texts and will have the teacher to listen to. Teachers often
simplify their language so are not necessarily a source of additional exposure
to language and they usually correct students frequently. In class, the
opportunities for second language learners to use the language vary, as does
the amount of praise and encouragement provided by the teacher and other
learners.
Second language learners, like L1 learners, do learn
language by ‘acquiring’ it through exposure but they are more likely to learn
language in a classroom and the language they learn is selected by teachers.
They learn by interacting with the teacher and with other learners and by using
language in controlled practice activities. In the classroom, learners often
want to produce the language as soon as possible and do not always welcome the
opportunity of a silent period. They use language for talking about experiences
and things relating to their lives outside the classroom. Learning is often
dependent on motivation and this can vary in second language learners, from
learners having little or no motivation to learners being very highly
motivated.
The point of view from two
according we have get result or resume
in learning for students about L1 and L2.
According to
Lynne
Cameron and Diane Larsen-Freeman. They have same argument about difference between
L1 and L2.
Keep motivation
learning is necessary for successful language learning, but learners may
not be very motivated so teachers can make use of strategies to motivate their
students. Remember, learners are different from one another so we should try to
personalize our teaching learning to match their learning needs and
preferences.Some learners may find a silent period useful, but some learners,
especially adults, may not. And exposure to language is important for learning.
We can encourage learners to use English as much as possible in and
out-of-class time.
We can Interaction is a way of learningand we can
try to simplify our language to a level that learners can learn from and avoid
correcting them too much. They need to build up their fluency, motivation and
confidence. In the classroom, praising learners can be very motivating. younger
learners respond well to praise. We can also try to give learners as much
individual attention as possible.
IV.
CONCLUSION
All learners have their own characteristics how they
learn or getting knowledge. Based on the explanation above, learners are
divided into severah characters. And also learner needs is different for each
other. Learners characteristics and needs affect the process of getting
knowledge.
In learning L1 and L2, there are several differences
that explained in the explanation above. How a learner learn L1 and learn L2
are totally different, start from the beginning until the result. L2 will never
as perfecly as learning L1.
LESSON
PLAN
Topic : The Sound of Animal
Method : Direct Method
Skill : Speaking and Reading
Objectives : Students are able to
know and memorize the sound of animal.
Activity :
Introduction Activity
1) Teacher
greets students and asks them to pray together led by the captain.
2) Teacher
asks students’s feeling of today.
3) Teacher
asks students to turn off or silent all gadgets (mobile phone, mp3, laptop,
etc.)
4) Teacher
asks students whether they are ready to learn.
5) Teacher asks about it randomly to make sure.
Main Activity
1) Teacher
tells a story about him/herself. He/she woke up this morning several times
because of animal’s sounds.
2) Teacher
gives the example of the sounds.
3) Teacher
asks to the students what animal are in their houses and ask students to give
the example of the sounds.
4) Teacher
shows animal’s pictures and ask them to give the example of the sound.
5) Teacher
shows a video.
6) Teacher
asks about the video to several students.
7) Teacher
gives a paper contain a story with several blanks and ask student one by one to
stand up and read it. The rest are asked to give the sound when the name of
animal is mentioned.
8) Teacher
gives an applause for every student.
Closing
Activity
1) Teacher
asks students what they have learned today.
2) Teacher
asks students’s feeling of today after learning and playing a game.
3) Teacher
asks students to pray together led by the captain.
4) Teacher
thanks to students.
Tidak ada komentar:
Posting Komentar