Learner Characteristics

Learner characteristics are differences between learners which influence their attitude to
learning a language and how they learn it. These differences influence how they respond
to different teaching styles and approaches in the classroom, and how successful they
are at learning a language. The differences include a learner's motivation, personality,
language level, learning style, learning strategies, age and past language learning
experience.
Can you think of how the ways in which you like to learn, how you have learnt in the
past and your age might influence how you prefer to learn a language?

Learning styles
Learning styles are the ways in which.a learner naturally prefers to take in, process and
remember information and skills. Our learning style influences how we like to learn and
how we learn b~ Experts have suggested several different ways of classifying learning
styles. They relate to the physical sense we prefer to use to learn, our way of interacting
with other people and our style of thinking. Here are some commonly mentioned
learning styles; match them with the right descriptions:

visual the learner learns best through working alone

auditory the learner learns best when able to respond immediately
kinaesthetic the learner learns best when given time to consider choices
group the learner learns best through seeing
individual the learner learns best through working with others
reflective the learner learns best through hearing
impulsive the learner learns best through using the body

You can see from these descriptions how learners with different learning styles learn in
different ways, and need to be taught in different ways. We must remember though, that
learners may not fall exactly into one category of learning style, that different cultures
may use some learning styles more than others and that learners may change or develop
their learning styles.

Learning strategies
Learning strategies are the ways chosen and used by learners to learn language. They
include ways to help ourselves identify what we need to learn, process new language
and work with other people to learn. Using the right strategy at the right time can help us
learn the language better, and help to make us more independent or autonomous
learners. Some examples of learning strategies are:

repeating new words in your head until you remember them

experimenting/taking risks by using just learnt language in conversations
guessing the meaning of unknown words
asking the teacher or others to say what they think about your use of language
deciding to use the foreign language as much as possible by talking to tourists
recording yourself speaking, then judging and correcting your pronunciation
asking a speaker to repeat what they have said
deciding what area of vocabulary you need to learn and then learning it
thinking about how to remember all the new words you meet in each lesson and then
deciding to write each new one on a separate card
paraphrasing (using other language to say what you want to say).

Different learners use different strategies. Experts think that the strategies that learners
use most successfully depend on their personality and learning style. This means there
are no best strategies. But research shows that using strategies definitely makes learning
more successful and that learners can be trained to use strategies.

Maturity
Maturity involves becoming grown up physically, mentally and emotionally. Children,
teenagers and adults have different learning characteristics and therefore learn in
different ways. Here are some of the main differences in maturity that influence
language learning:
Children Teenagers Adults
Need to move Starting to keep still for longer Able to keep still for longer
periods but still need to periods
move
Can concentrate for Concentration developing Can concentrate for longer
shorter periods periods

Learn through experience Beginning to learn in abstract Learn in more abstract ways
ways, i.e. through thinking, as
well as experiencing
Are not very able to Beginning to control and plan Usually able to control and
control and plan their own behaviour plan their own
their own behaviour behaviour
Are not afraid of making May worry about what others Not so willing to make
mistakes or taking think of them or take risks mistakes
risks
Are not aware of Sometimes uncomfortably Aware of themselves and/or
themselves aware ofthemselves their actions
 and/or their actions and/or their actions

Pay attention to meaning Pay attention to meaning and Pay attention to form and
in increasingly to form meaning in language
language

Have limited experience Beginning to increase their Have experience of life

of life experience of life

Of course, every learner is different, so someone may not fit exactly into these
descriptions. They are generalizations that show likely, but not fixed, characteristics. But
from looking at these differences we can see that each age group needs to be taught in
different ways.

Reference: Spratt, Mary et al. (2005): The Teaching Knowledge Test Course.
Cambridge: CUP.

Discovery learning

Discovery learning is perhaps the best-known form of inquiry-based learning. It requires

students to investigate a topic, issue or problem by active means, obtain pertinent
information, interpret causes and effects where relevant, and arrive at conclusions or
solutions (Ormrod, 2000). The method is particularly appropriate for achieving
important objectives in social studies, science, geography, history, health, environmental
education
and mathematics. The general consensus regarding discovery learning is that it is most
effective when:
the process is carefully structured
students have prerequisite knowledge and skills
teachers provide any necessary support during the investigations.

Discovery learning takes many different forms, ranging from openended, minimally-
guided investigation through to fairly tightly structured guided discovery where the
teacher still retains a fair degree of control (Kirschner et al., 2006; Zion et al., 2007). In
methods involving openended discovery the teacher may provide all necessary resource
materials but learners are given little or no direction for carrying out their investigations.
They must decide for themselves the most appropriate method for tackling the
investigation and must then reach their own conclusions from the observations they
make. With this unstructured approach the outcomes are sometimes not very good,
particularly for students with poor study skills and difficulties with inductive reasoning.
Guided discovery, on the otherhand, has a much tighter structure. The teacher usually
explains the lesson objectives to the students, provides initial input or explanation to
help
students begin the task efficiently, and may offer suggestions for a step-bystep procedure
to find out the target information or to solve the problem. During the activities, the
teacher may make suggestions, raise questions, or provide hints. This form of
scaffolding keeps students on track and ensures that understanding, rather than
confusion, is achieved. Providing scaffolding can help to reduce the overall cognitive
load associated with this form of learning (Schmidt et al., 2007). Guided discovery is
generally regarded as a motivating method, enjoyed by learners (e.g., Adkisson &
McCoy, 2006: Odom et al., 2007).

A typical guided discovery learning session takes the following format:

A topic is identified or an issue is posed; for example, what can we find out about
magnets?
Teacher and students work together to brainstorm ideas for ways of investigating the
topic.
Students work individually or in small groups to obtain and interpret data.
Inferences and tentative conclusions are drawn, shared across groups and modified if
necessary.
Teacher clears up any misconceptions, summarises the findings and helps to draw
conclusions.

Advantages of guided discovery

Students are actively involved in the process of learning and the topics are usually
intrinsically motivating.
The activities used in discovery contexts are often more meaningful than the typical
classroom exercises and textbook study.
Students acquire investigative and reflective skills that can be generalized and applied
in other contexts.
New skills and strategies are learned in context.
The approach builds on students prior knowledge and experience.
Independence in learning is encouraged.
It is claimed (but not proved conclusively) that students are more likely to remember
concepts and information if they discover them on their own.
Group working skills are enhanced.

Disadvantages of discovery methods

 Discovery can be a very time-consuming method, often taking much longer for
information to be acquired than would occur with direct teaching.
Discovery methods often require a resource-rich learning environment.
Effective learning by discovery usually depends upon learners having adequate
literacy, numeracy, independent study skills and self-management.
Students may learn little of value from discovery activities if they lack an adequate
knowledge base for interpreting their discoveries accurately.
Although students become actively involved, they may still not understand or
recognise the underlying concept, rule or principle; in other words, activity does not
necessarily equate with deep learning.
Young children (and older children with learning problems) often have difficulty
forming opinions, making predictions, or drawing conclusions from evidence. They
have major problems with inductive reasoning.
Teachers are not necessarily good at creating and managing discovery learning
environments, resulting sometimes in poor outcomes. There is evidence that teachers
may develop a better understanding of the processes and problems in the appoach if they
experience them firsthand as learners through inservice or pre-service workshops (e.g.,
Akerson et al., 2007).
Teachers may not monitor activities effectively, so are not able to give the individual
encouragement and guidance (scaffolding) that is frequently needed by learners. It can
be concluded that discovery learning can be a valuable approach for achieving certain
learning outcomes concerned with process rather than product. Even Bruner (1966)
recognised that firsthand discovery is not appropriate or necessary for bringing about all
types of learning.