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Being learners, Harmer, J. (2007). The practice of English language…
Being learners
Learner atonomy 
It's a universal capacity. What differs between learners and perhaps even societies, he argues, ‘is not the capacity for autonomy but the ways in which autonomy is realized’
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Autonomy task
One way of allowing students to rely on their own resources and learning potential – and on each other –is by setting tasks which ask them to take responsibility for their own learning.
Open learning: Characterised by setting tasks which ask them to take responsibility for their own learning.
student "helpers": Here, the student can choose how to present the materil for the class
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Provoking students choice: Students are moree motivated when they feel they have the opportunity to choose what they would like to learn or do
Outside of the classroom: In the learner autonomy we can show our students how continue working and studying on their own by suggesting some techniques
Homework: It's true the homework is one of the most common types of do some activity outside the class and it can give the opportunity for revising classwork. However, it's a problematic because some students don't enjoy doing this and some teachers don't enjoy grading it
Select engaging homework tasks: A key to student engagement with homework is to involve them in discussions about it.
Compliance measures: we can try to ensure that all the students
do their homework is to ask them to keep a homework record, where they write down what they are supposed to do, and then indicate when they have done it.
Quality not quantity: We should remind ourselves that good short homework tasks are better than long unmotivating
Different responses: Homework is also a problem for teachers, so we can sometimes ask our students to evaluate each other's work
All in the mind: One of the most important thinks to develop is the critical thinking about what they are doing and experiencing
Motivation
It's a state of cognitive arousal which provekes a decision to act gettin as result a ‘sustained intellectual and the person can achieve some ‘previously set goal’ (
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What affects motivation?
Families’ attitudes to the learning of foreign languages, the feelings, The belief that we can or can't learn languages, the lack of curiosity when you are older, the unmotivation, etc.
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The age factor
The age of the students will be an importang factor in how we teach them and what we ask them to do.
If we want young learner teaching to be seccesful, we have to think about:
-Our goals for the learners.
-The among of time we can give for the activities.
-The type of educational experience that we wish to give them.
The ‘critical period hypothesis’ (CPH) tell us that there
is a ‘critical period’ for language learning, which ends sometime around puberty and it facilitates to them develop a better pronunciation.
Adults
Some advantages
They have more critical thinking and they are demanding, They understand abtract tought, They have a whole range of life experiences, they are disciplined, etc
Some disadvantages
They can agree with only one particular methodological style, They may have experienced failure or criticism at school, Adults are more likely to miss lessons, etc.
Teenagers
Work in progress
-It's developed the ‘synaptic pruning’ of
the frontal cortex which is related to the decisions
-The limbic system
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teenagers get bored by activities that last too long, or by
slow-paced lessons, they have problems with the authority, but, we can take advantage of their energy and their passionate attachments.
Young learners
From 3 years old to the age of 12 old
Leo Vygotsky
He suggested a Zone of Proximal Development (ZPD) where
children are ready to learn something new, provided such new knowledge is ‘scaffolded’ by a ‘knower’
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Younger children, from five upwards: Enthusiastic, learn best through play, Use language skills without analysis, short attention. etc.
Older children, from ten and above:They know the difference between fact and fiction, can make decisions about their own learning, can understand abstract concepts, etc
Learner differences
Different cultures, backgroung, personalities,etc.
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Learner styles
Some variables
Perceptual preferences: We react to a sensory input: Visual, auditory, kinaesthetic, olfactory and gustator
Multiple intelligences: musical/rhythmical, verbal/linguistic, visual/spatial, bodily/ kinaesthetic, logical/mathematical, intrapersonal and interpersonal: One of these is more pronounced in each one of us
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We react to a sensory input: Visual, auditory, kinaesthetic, olfactory and gustatory
How to procesing things: ‘global’
learners (those who ‘perceive material in a holistic manner’) and ‘analytic’ learners (those who ‘tend to remember specifics and work best alone, as groupwork could be perceived
as distracting’).
Levels
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The Common European Framework of Reference (CEFR) was the result of collaboration between the Council of Europe and the Association of Language Testers in Europe (ALTE)
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Harmer, J. (2007). The practice of English language teaching. Pearson longman.