ADULT LEARNERS

TEENAGE LEARNERS

Language learning experience

May have studied English previously, may have studied other similar languages. This should help a lot.

Language learning experience may be limited, or may be negative – previous poor learning experience can de-motivate.

Aptitude

Probably “self-selected” i.e. those not having aptitude won’t sign up for a course

Aptitude may vary a lot, even with students of the same age.

Motivation

Probably motivated – they may have an immediate need for  English for their job, university or travel

May be motivated, but may not be. It certainly can’t be assumed. In any case, initial motivation may not last..

Use of L2 (English) in class

Students usually willing to communicate in English as much as they can

Don’t usually see the point, and in any case rarely have the linguistic resources to say what they would wish to, so  quickly resort to  L1

Homework

They will usually do it if they have time – adults may however have other, more important, priorities

They expect to be given it but will only do it if motivated to do so (i.e. if they expect the teacher to check it, or if it’s something particularly interesting)

Classroom management

As long as activities are perceived to be useful, students will usually cooperate

External factors (long day at school, things to gossip about) can distract students.

Attention span

As long as the teacher’s..

Gets longer with age but never as long as an adult’s because of motivational factors.

Lesson content and structure

Room for flexibility here, sometimes lesson aims can be adapted to reflect student queries or mood

Teacher should have a clear idea of aims and structure. While lessons should be adapted to student needs, resist pressure to vary from desired goals if students seem not to be in the mood.

Tests

Useful for self-evaluation, but often feared.

Expected due to experience at school.

Other activities (video, computer, etc).

Usually popular, if seen as valid

Usually popular, but might be requested as a way of avoiding “harder” activities.

“Buying decision”

The student is the client, and needs to be convinced of value of course in order to re-enroll

Parents make the decision to re-enroll. Students may influence the decision. Re-enrollment rates are higher than for adults.