This PPT will help us to know more about the comparison between young learners and adult learners. This PPT is created by Dwi Anggraeni, Maulida Swastuti, and Uun Kumala Sari.
1. YOUNG LEARNERS COMPARED TO
OTHER LEARNERS
By group 3 :
1. Maulida Swastuti (0122)
2. Uun Kumalasari (0124)
3. Dwi Anggraeni (0167)
2. Do you remember....???
1. What is second language acquisition?
2. What are the differences between FLA
and SLA?
3. What are some approaches
to master L2?
3. Brainstorm
1. Can you mention the characteristics of young learners?
2. Can you mention the stage of children development based
on piagetian ?
3. Can you mention the barriers of
young learners?
4. Can you mention the characteristics
of adult learners?
5.Can you mention the barriers of adult
learners?
6. Characteristics
1. Children are at pre-school/in the first couple of years of schooling.
2. Generally they have a holistic approach to language, which means
that they understand meaningful messages but cannot analyze
language yet.
3. They have lower levels of awareness about themselves as
language learners as well as about process of learning.
4. They have limited reading & writing skills even in their
first language.
5. Generally, they are more concerned about themselves than
others.
6. They have a limited knowledge about the world.
7. They enjoy fantasy, imagination, & movement.
7. Theories
1. Jean Piaget
There are four universal stages of development that all children go through
and the development was a process of acquiring the principles of formal
logic.
Piagetian stages of development are:
a. Sensory-motor stage (from birth to two years old)
b. Pre-operational stage (from 2-7 years of age)
c. Concrete operational stage (from 7-11 years of age)
d. Formal operational stage (from 11 onwards)
8. 2. Lev Vygotsky
The social environment, the cultural context, and the influence of
peers, teachers and parents engaged in interactions with children are
major sources of learning and development (Social Constructivism).
3. Eric Lenneberg
Brain plasticity was only conducive to language learning until
puberty (Critical period hypothesis).
9. 1. Teaching Listening
Children should start with easier "listen & do" activities. Teacher
often talk a lot in target language because they provide the language
input, teacher use "language modification" to avoid and solve
misunderstandings, like repetitions, comprehension checks, TPR,
and listening to stories.
TECHNIQUES
10. 2. Teaching Speaking
Children do not have to be able to produce complete
sentences/questions to initiate an utterance. After they have been
exposed to English through listening they soon want and are able to
participate in interactions with the teacher and each other.
3. Teaching Vocabulary and Grammar
Vocabulary and grammar should be taught and learnt together. It's
better if grammar is noticed and learnt from meaning-focused input,
children need to be able to see the relatonship between form and
function.
11. 4. Teaching Reading and Wriiting
It is useful for children to start with tracing and copying.
Visual aids like posters containing commonly used
phrases, calendars, and English notice board would attract
children's attention and help them make the links between
spoken and written forms.
Activities recommended are:
singing, reciting rhymes, listening to stories, playing games
according to learners' age, interests, and abilities.
13. 1. The teacher do not give the children space to notice.
2. The children do not try for themselves.
3. The children do not experiment enough.
4. The children are unsuccessful.
5. The children do not make links.
15. Characteristics
1. Self-direction
2. Practical and results-oriented
3. Less open-minded
4. Slower learning, yet more integrative
knowledge.
5. Use personal experience as a
resource.
6. Motivation
7. Multi-level responsibilities
16. Techniques
1. Analyse and Repeat Patterns
Adults can learn languages in a deliberate way.
The structure of practicing new sentences is one of
these keys - analyse, understand, apply, repeat.
17. 2. Set Goals and Track Your Progress
Goals, projects, missions they are the lifeblood of
sticking with where we are at as a language learner.
3. Move On From Setbacks
Moving on from setbacks is largely a challenge to
your mindset. Remember that language learning is
not a straight forward line. In fact, it doesn't even
have an end point. You just go along the path every
single day and become a little better with each
step.
18. 4. Know And Respond To the Learning Style
Being aware of your social learning style can
go a long way to help you to create a language
learning routine that you'll enjoy for a long
time. For example, the difference between
extroverts and introverts shows in how they
practice, read and speak languages.
19. 5. Build Great Habits
The adult language learners who want to get a
better handle about how to build winning
habits, start with how they make habits stick in
other areas of their life.
21. Let’s compare
YOUNG ADULT
1. Children are at pre-school/in the
first couple of years of schooling.
2. Generally they have a holistic
approach to language, which
means that they understand
meaningful messages but cannot
analyze language yet.
3. Generally, they have lower levels
of awareness about themselves as
language learners and have limited
reading & writing skills .
4. They have a limited knowledge
about the world. They enjoy
fantasy, imagination, & movement.
1. Self-direction
2. Practical and results-oriented
Adult learners
3. Less open-minded
4. Slower learning, yet more
integrative knowledge
5. Use personal experience as a
resource
6. Motivation
7. Multi-level responsibilities
22. CASE STUDY
• In this millenial era, children has already knew
gadget since early age.
Do the gadget affect children’s language
learning? How?
