LEARNER FACTORS

Các nhân tố thuộc người • Age (Tuổi)

học • Prior knowledge (Kiến thức nền)
• Motivation and attitudes (Động cơ & Thái
độ)
Language Nature of • Intelligence (Trí tuệ/Trí thông minh)
Learning Language
• Style (Kiểu nhận thức)
• Strategies (Kỹ thuật/PP học)
Learners Context
Language • Autonomy (Sự tự chủ)
Teaching
• Beliefs/mindsets (Niềm tin)
LEARNER FACTORS
Intelligences – styles – strategies -
autonomy
Who is the most intelligent?

Jewish German Physicist Albert Einstein

(160)
British Physicist Stephen Hawking (160)
Australian Mathematician Terence Tao (210)
Dutch Artist Leonardo Da Vinci (180)
Russian chess player Garry Kasparov (190)
What about these people?
Are they intelligent?

Evan Le
David Beckham
Nguyen Nhat Anh

4
5
 Agree?
1. Learners must have language intelligence to study a
foreign language.
2. Each person has a particular type of intelligence.
3. Teaching activities should cater for the different
intelligences that learners have.
Which style are you?
 Style
Style refers to the tendency or
preference of an individual
Khuynh hướng của một cá nhân
Find six words in the picture
Who do you see?
My wife or my
mother-in-law?
American cartoonist
William Ely Hill
(1887–1962)
 Styles
Cognitive
style • How we think and act in general
Cách chúng ta tư duy và hành động
Kiểu nhận nói chung
thức
Learning • How our cognitive style is enacted
style in the learning process
Kiểu học Cách mà kiểu tư duy của chúng ta
tập thể hiện trong học tập
Field Independent vs Field Dependent
 Notes

(1) Incorrect to assume that learners should be either

FI or FD.
(2) People can exercise a sufficient degree of an
appropriate style.
 Common learning styles
Researchers (Brown, 2002; Reid, 1995; Danesi, 1988; Chapelle &Roberts,
1986; Chapelle, Stevick, 1982) propose these styles

• Left- and right-brain styles

• Ambiguity tolerance
• Visual/auditory/kinesthetic styles
Left-Brain and Right-Brain Dominance
 Left- or Right- Brain Dominance
• I remember names / faces
Left Right

• I respond better to verbal instructions / demonstrated, illustrated instructions

Left Right

• I prefer talking, writing/ drawing, using objects

Left Right
• I get easily distracted trying to read a book in noisy or crowded places / I can easily concentrate on
reading in noisy places
Left Right

• I ‘m good at paying attention to people’s words/interpreting body language

Left Right

• I prefer open ended questions/ multiple choice tests

Right Left
Check your memory: left or right?

Learners prefer multiple choice tests. Learners love spontaneous responses.

Learners prefer illustrations and

Learners prefer talking and writing.
demonstrations.

Learners like logical problem-solving tasks. Acting out is preferred.

Learners dislike drama or role-play. Summarizing a text fits these learners.

 Left- and Right- Brain Dominance
In language teaching: Krashen, Seliger, and Hartnett (1974) and Stevick (1982)

Left-brain-dominant learners Right-brain-dominant learners

prefer prefer
Deductive style of teaching Inductive style of teaching
Separate words Whole images
Specifics of language Generalizations
Sequences of operations Metaphors
Abstraction, classification, Emotional reactions
labeling, and reorganization Artistic expressions
What is the main purpose in the paragraph?
A. To describe the history of the performances
B. To encourage young musicians to perform at the Manor
C. To encourage people to donate to the charity
D. To inform people about how they can be involved in charity work
 Ambiguity Tolerance
Ambiguity tolerance: relatively open-minded in
accepting views that contradict their own

Ambiguity intolerance: more closed-minded and

dogmatic, tend to reject contradictory views
 Ambiguity tolerance
Learners with a high tolerance for ambiguity were
slightly more successful in certain language tasks.
Chapelle and Roberts (1986)

Người có khả năng chịu đựng sự mập mờ cao thì thành công hơn trong một
số nhiệm vụ ngôn ngữ đặc biệt là kỹ năng tiếp nhận:
Receptive skills (Reading and Listening): Guessing, making inferences, skimming,
listening for key words
 Reflectivity and Impulsivity

• Impulsivity: a quick or gambling guess at an answer to

a problem
• Reflectivity: a slower, more calculated decision
Reflectivity and Impulsivity

81
Who is reflective?
Who does the following describe?
 Reflectivity and Impulsivity
• For impulsive learners: Don’t judge mistakes too
harshly.
• For reflective learners: Be patient and allow more time
for responses.
• Suggested strategies: Mix these kinds of students into
1 group for doing tasks
• Good memory for spoken information
• Good listening and public speaking abilities
• Good at telling stories and explaining
• Good ability to read aloud and retain information
• Distracted by background noises and silence
• Enjoys conversations
• Unafraid to voice their thoughts
• Good member in study groups and collaboration
projects

WGU (2021)
• Are very organized
• Are color-oriented
• Can picture words in their mind
• Utilizes imagery (hình ảnh) to help them learn
• Can use visual aids (giáo cụ trực quan) to
explain themselves
• Can identify simple similarities and differences
in things

(WGU, 2021)
Learning/teaching pyramid
Tháp dạy học

Thuyết giảng

Đọc tài liệu

Phương tiện nghe nhìn

Trình diễn/làm mẫu
Thảo luận

Thực hành

Dạy người khác

 Notes
Students should
• become aware of their styles, strengths, weaknesses
Biết về kiểu nhận thức, điểm mạnh yếu của bản thân
• take learning appropriate actions
Có hành động học tập phù hợp
• become autonomous learners
Trở thành những người học tự chủ
 Learner autonomy
Khả năng tự chủ trong học tập

• Knowing how to use learning strategies (Biết

cách sử dụng các kỹ thuật học tập)
• Taking actions to learn strategically (Thực
hiện học tập có phương pháp)
 Learner
Strategies and
autonomy
 Learning strategy
A specific A mode of A plan for
method of operation for controlling and
approaching a achieving a manipulating
task or problem particular end information

PP tiếp cận một Phương thức Kế hoạch kiểm

nhiệm vụ học tập hành động để đạt soát kiến thức
mục đích
LEARNING
STRATEGIES Metacognitive strategies
Kỹ thuật siêu nhận thức

Cognitive strategies
Kỹ thuật nhận thức

Socioaffective strategies
Kỹ thuật kiểm soát cảm xúc
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 Learning strategy instruction
Teaching learners how to learn is crucial
(Wenden,1985)

 Learner strategies are the key to learner

autonomy

Kỹ thuật học tập là chìa khóa cho khả năng tự

chủ trong học tập

 An important goal of language teaching

should be the facilitation of that autonomy.

Một mục tiêu quan trọng của dạy NN là phát

triển khả năng tự chủ trong học tập
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 understand cognitive and social  Hiểu những nhân tố nhận thức và

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 References

> Brown, H.D. (2007). Principle of language learning

and teaching. Pearson Longman.
> Harmer, J. (2007) The Practice of English Language
Teaching (4th Ed.) Pearson Longman.
 Discussion

1. What are the ways in which teachers can help

learners become autonomous in English learning?
(Room 1-2)
2. How can teachers cater to the individual differences
in styles and intelligences in teaching English? What
types of learning activities can help? (Room 3 - 4)

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