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Summary PELT - Jeremy Harmer: Chapter 5 - Describing Learners
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Summary of Chapter 5 from The Practice of English Language Teaching by Jeremy Harmer.
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hst. 12 The practice of English Language Teaching
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PELT: Chapter 5: Describing learnersA. Describing learners
a. Age
Do young children learn faster and more effectively?
YES, pronunciation is better.
NO, older children seem to be far better learners in most aspects of acquisition,
pronunciation excluded.
NO, teenagers are more effective learners.
A1. Young children (...-10y)
Some examples that are typical for their learning process:
- They often learn indirectly rather than directly. They learn from information from
everything around them.
- Their understanding comes not just from explanation, but also from what they see
and hear and, crucially, have a chance to touch and interact with.
- They are keen to talk about themselves and respond well to learning that uses
themselves and their own lives as main topics in the classroom.
10-12y: games, puzzles, songs
12-13y: dialogues, question -and-answer activities, matching exercises
Recommendations about young learners
- Rich diet of learning experiences which encourage their students to get information
form a variety of sources. (individually, groups, range of activities…)
- Teachers need to spend time understanding how their students think and operate.
(students’ current interests, oral skills, pronunciation)
- Bright and colourful classroom, with windows, enough room
A2. Adolescents
- Need approval
- Relevant and involving material
- Bolster students’ self-esteem
- Express their own thoughts and opinion
- Own level (no humiliation)
A3. Adult learners
A few characteristics:
Positive:
- They can engage with abstract thought.
- They have a whole range of life experiences to draw on.
- They have expectations about the learning process.
- ….
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