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TMS3715 Assignment 2 2024
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TMS3715 Assignment 2 Semester 1 Due date 2024
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TMS3715ASSIGNMENT 2
DUE DATE: 6 MAY 2024
, ANSWER BOTH QUESTIONS.
Question 1 [40 marks]
Use learning unit 1 Understanding the adolescent learner and Learning Unit 2 Home
language teaching, principles and approaches in a multicultural society to answer the
following questions (1.1, 1.2). (40 marks)
Question 1.1
Elaborate on the various stages experienced by adolescent learners, detailing their
influence on your personal philosophy regarding language teaching and learning.
Use the following guidelines to prompt your thinking.
1. Outline three phases of adolescent learners as well as the physical, social and
cognitive development characteristics of experiences by adolescents at each of
these stages.
Early Adolescence (Ages 10-13):
Physical Development: This phase is marked by rapid physical changes due to puberty,
including growth spurts, changes in body shape, and the onset of secondary sexual
characteristics such as breast development in girls and facial hair growth in boys.
Social Development: Adolescents in this phase are beginning to seek independence
from their families and form closer bonds with peers. They may also start to explore
romantic relationships, albeit in a relatively innocent and exploratory manner.
Cognitive Development: Early adolescents are developing more sophisticated thinking
skills, including the ability to think abstractly and reason logically. However, they may
still struggle with impulse control and decision-making as their brains continue to
develop.
Middle Adolescence (Ages 14-17):
Physical Development: Adolescents in this phase experience further physical
maturation, with continued growth and the completion of puberty-related changes. They
may also become more concerned with body image and engage in behaviors to conform
to societal standards of attractiveness.
, Social Development: Middle adolescents are increasingly focused on establishing their
identity, which may involve exploring different social roles, interests, and beliefs. Peer
relationships become even more central, and adolescents may experience more peer
pressure and conformity.
Cognitive Development: At this stage, adolescents are capable of more complex
thinking and reasoning. They may demonstrate greater introspection and self-
awareness, questioning societal norms and authority figures. However, they may also
experience cognitive egocentrism, believing that others are as preoccupied with their
thoughts and actions as they are.
Late Adolescence (Ages 18-21):
Physical Development: By late adolescence, physical growth typically slows down or
stops altogether, although individuals may continue to fill out and develop muscle mass.
Adolescents in this phase are generally more comfortable with their bodies and have a
more stable body image.
Social Development: Late adolescents are preparing to transition into adulthood, which
may involve making decisions about higher education, careers, and long-term
relationships. They may also start to take on more responsibilities and develop a clearer
sense of their values and goals.
Cognitive Development: Cognitive abilities continue to mature during late adolescence,
with improvements in abstract thinking, problem-solving, and decision-making skills.
Adolescents become better able to consider multiple perspectives and weigh the
consequences of their actions.
2. Your conception of how language learning occurs (use your knowledge of the
principles of language, theories of language acquisition and approaches).
Principles of Language:
Communicative Competence: Learning a language isn't just about memorizing rules. It's
about being able to use it effectively to communicate.
Interlanguage: As you learn a new language, you develop your own way of speaking it,
which may have some mistakes as you figure things out.
Input Hypothesis: You learn best when you're exposed to language that's just a bit above
what you already know. It challenges you without being too overwhelming.
, Theories of Language Acquisition:
Behaviorist Theory: This theory says you learn by copying and getting rewarded for
getting things right.
Cognitive Theory: Learning a language is like solving a puzzle. You use your memory
and problem-solving skills to figure it out.
Interactionist Theory: Talking and interacting with others is key to learning a language.
You learn best when you're actually using the language to communicate with people.
Approaches to Language Teaching:
Communicative Approach: Language learning should focus on real communication, not
just grammar drills.
Task-Based Language Teaching (TBLT): Learning tasks help you practice using the
language in real-life situations.
Constructivist Approach: You learn by building on what you already know and by
interacting with others and the world around you.
Language learning happens when you're exposed to language you can understand,
when you have chances to use it meaningfully with others, and when you get feedback
to help you improve. Effective teaching involves providing interesting language
experiences, supporting your learning, and giving you opportunities to use the language
in real situations.
2. How your language teaching beliefs could affect your actual teaching practices
and how you relate to your adolescent learners.
Teaching Approach:
If a teacher likes using activities where students talk and interact in the language they're
learning, they'll do that more. But if they prefer traditional methods like just learning
grammar rules, they might stick to that.
How Teachers See learners:
Teachers' thoughts about learners can affect how they teach. If they think positively
about learners and believe they can do well, they'll probably support them more. But if
they have negative ideas about learners, it might make it harder for learners to learn.
Beliefs about Learning:
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