Teach English in Gaoxing Zhen - Rizhao Shi

Does motivation differ between different learner age groups? Academic studies have investigated whether differences exist in the motivation levels of children and adult students, and, if they do exist, the challenges they present in the classroom. This research is particularly salient to teachers of English as a second language, as they are often called upon to teach both groups. Therefore, knowing what differences may be present in older and young learners and how to overcome the challenges with waning motivation in both groups, will be a critical asset in helping learners achieve learning outcomes. Using a combination of academic research and this course’s study materials, this paper will address the question of whether differences in motivation exist between adult and child learners. It will provide an evidence-based commentary on how teachers of English as a second language may overcome the challenges of diminishing motivation within the two groups, noting any perceived differences and their impact. In their 2008 page, Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior, Kormos and Csizér, noted distinct differences in motivation between school, university and adult learners of English as a second language. They concluded that the motivation to learn is distinct within each group and that teachers of English as a second language, must be cognisant of these differences, in order to achieve learning outcomes for each group . From this, and other academic studies such as Valerio’s Intrinsic Motivation in the Classroom, it is evident that differences clearly exist in the motivation levels of learners, depending on their age. The study materials for this course pick up on these established differences, dividing young learners into three distinct categories, along with adult learners, a group comprised of learners aged 18 years and above. According to the course materials, young learners are defined as either post puberty / early teenagers, pre-puberty learners, and young learners. It logically follows then, that the teacher of English as a second language, must understand the distinct learning styles and motivational drivers of each of these four groups. The course materials look at the motivation to learn under the broad headings of learning experience, motivation, nervousness, language awareness, behaviour problems, and life experience. Where adults will bring a long history of learning experience and strong views on the teaching style you consider most effective, younger learners will tend to bring a more open mind to learning. This indicates differences in how the teacher approaches each group, the types of methodologies and techniques they employ, and their willingness to experiment with different approaches, with would likely be the scenario with younger learners. Differences also exist in the motivation levels between each group. Where adults have chosen to learn English, this may not necessarily apply to child learners who are doing the course as part of the school curriculum or at the behest of parents. The challenge for teachers in this scenario, is to ensure that motivation remains consistent through taking a variety approaches and keeping course material, varied and age-appropriate. Nervousness also comes into play as a key difference between learners of different ages and levels of maturity. Where, for example, a younger learner might have fewer inhibitions and be willing to practice spoken English in front of others, the fear of looking foolish or making mistakes, may be a barrier to adult learners. It behoves the teacher to recognise these differences and take a more supportive, encouraging and gentle approach with adult learners. The course materials also cite language awareness as one of the factors where difference may be seen in adult and younger learners. It mentions the tendency of adults to try and match the language they are learning to their native language as potentially being a source of difficulties, as nuance, context and usage may differ significantly. Young learners, particularly children, may have a far greater ability to adapt, using context and usage to help them learn. Where youth may present learning benefits that teachers of English as a second language can leverage to their advantage, it can also present difficulties for teachers. This can most significantly be seen in the relatively limited attention of children and younger learners, which may manifest in challenging and disruptive behaviour. In this instance, maintaining discipline in the classroom is essential. Life experience may also have an impact on teaching, with teachers likely to be more able to draw upon a wider range of examples and materials to engage adult learners, than they would younger learners with fewer life experiences. This can also have an impact on how the type of rapport that the teacher develops with students, with there likely to be a far greater range of things the teacher may have in common with adult learners. In conclusion, significant differences exist between what motivates, inspires and holds the attention of adult learners to learn English as a second language and what motivates, inspires and holds the attention of younger learners and children to learn. To successfully achieve effective learning outcomes for the different learner groups, young, pre-puberty, post puberty / teenagers and adults, teachers need to be cognisant of these differences and adapt their approach, style, materials and lesson structure to match the learning needs of those they are teaching.