Compare and contrast the factors affecting children and adult students of English. Explain which methods are most effective for each group and why?

Factors Affecting Second Language Learning

Intelligence

Aptitude

Personality

Motivation and Attitude

Learner preferences

Learner beliefs

Age of acquisition

ü As adults, they experience the world very differently from children;

ü Their lives are complicated and they do not always get as much opportunity to speak English as they need;

ü They may be more self-conscious and therefore reticent to try things out and risk making mistakes;

ü People may not be patient talking to them as they are with younger learners, and this may make speaking a stressful activity;

ü Their sense of identity is invested in their first language, and they may be reluctant to speak like someone else;

ü They may not be aware of how difficult their pronunciation can be for others to understand or what it is that they need to do in order to change;

Children do not pay attention to the language system; they have involuntary attention and memory, which means that their mind will be engaged with the semantics—the task, topic, or situation—but will not focus on the linguistic code. Children have a short attention and concentration span, while learning grammar is more like an exact science – it requires concentration. Subject-oriented; seek to successfully complete each course, regardless of how course relates to their own goals. Future-oriented; youth education is often a mandatory or an expected activity in a youth's life and designed for the youth's future. Often depend on adults for direction. Likely to accept new information without trying it out or seriously questioning it. Depend on others to design their learning; reluctant to accept responsibility for their own learning.

Adults need clear and logical instructions, they need to be respected and we should ask their wishes about learning process. Adults have years of experience and a wealth of knowledge. Adults have established values, beliefs, and opinions. Adults expect to be treated as adults. Adults need to feel self-directed. Adults often have a problem centered approach to learning. Adults have increased variation in learning styles (individual differences among people increase with age). Often skeptical about new information; prefer to try it out before accepting it. Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives. Accept responsibility for their own learning if learning is perceived as timely and appropriate. Problem-centered; seek educational solutions to where they are compared to where they want to be in life.

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