1. Unit 1 Learners
ESP
EAP
Q: Why should teachers know the purposes students have for learning?

2. Different contexts for learning
EFL
ESL
ESOL
Q: Explain the learning context of your own

3. Characteristics of learners
Age (p.15)
Learning styles (multiple intelligences p.16)

4. ________________ Intelligence:      effective in using language in a variety of ways--to convince others to do something, to remember information, and to talk about language itself.
________________ Intelligence:       good at categorizing, classifying, inferencing, generalizing, calculating, and hypothesis testing.
________________ Intelligence:      sensitive to form, space, color, line, and shape. Good at graphically represent ing visual or spatial ideas.
________________ Intelligence:       express ideas and feelings with the entire body.
________________ Intelligence:       sensitive to rhythm, pitch or melody.
________________ Intelligence:      sense another person's moods, feelings, motivations, and intentions
respond effectively to other people in some pragmatic way
________________ Intelligence:       Having an accurate picture of yourself and being aware of your inner moods and intentions

5. Musical Intelligence: sensitive to rhythm, pitch or melody.
Verbal/Linguistic Intelligence:      effective in using language in a variety of ways--to convince others to do something, to remember information, and to talk about language itself.
Logical-Mathematical Intelligence:       good at categorizing, classifying, inferencing, generalizing, calculating, and hypothesis testing.
Visual/Spatial Intelligence:      sensitive to form, space, color, line, and shape. Good at graphically representing visual or spatial ideas.
Bodily/Kinesthetic Intelligence:       express ideas and feelings with the entire body.
Musical Intelligence:       sensitive to rhythm, pitch or melody.
Interpersonal Intelligence:      sense another person's moods, feelings, motivations, and intentions
respond effectively to other people in some pragmatic way
Intrapersonal Intelligence:       Having an accurate picture of yourself and being aware of your inner moods and intentions

6. Try this

7. Characteristics of learners
Proficiency levels (p.19)
Educational and cultural background (p.20)
Motivation (p.21)

8. Explain your motivation

9. Intrinsic motivators include fascination with the subject, a sense of its relevance to life and the world, a sense of accomplishment in mastering it.
“Literature interests me.”
“Learning math enables me to think clearly.”
“I feel good when I succeed in class.”
Advantages: Intrinsic motivation can be long-lasting and self-sustaining.  Such efforts often focus on the subject rather than rewards or punishments.
Disadvantages: Efforts at fostering intrinsic motivation can be slow to affect behavior and can require special and lengthy preparation.

10. Extrinsic motivators include parental expectations, earning potential of a course of study, and grades.
“I need an A+ in English to get into business school.”
“If I flunk English, I will lose my scholarship.”
“Our instructor will bring us donuts if we do well on today’s quiz.”
Advantages: Extrinsic motivators more readily produce behavior changes and typically involve relatively little effort or preparation.
Disadvantages: Often, one needs to escalate the rewards and punishments over time to maintain a certain effect level. Once the rewards or punishments are removed, students lose their motivation.

11. Learner autonomy A student's ability to set appropriate learning goals and take charge of his or her own learning. However, autonomous learners are dependent upon teachers to create and maintain learning environments that support the development of learner autonomy.