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In this unit, I learnt about learner characteristics, and it includes learner´s motivation it involves the reasons that learners have for learning a language as well as the intensity of their feelings. For example, some learners only study the language because of a language requirement, while others expect to use the language in their future career.The beliefs about language learning are important because they influence how students approach language learning and the language learning strategies that they choose to use. Many language learners, for example, think that they are too old to learn a foreign language well. In practical terms, it means that the instruction for adults needs to focus more on the process and less on the content being taught. It is important to use strategies where they are interacting such as role playing, project work and discussions.However, if we compare to children and teens, adults have special needs and requirements as learners. Adults are people who have the status of maturity in their own and other people´s eyes. It could be very difficult at the beginning and it depends on individuals how to deal with this situation.Furthermore, we can expect that adults are more disciplined that some children and teenagers and are able to sustain a level of motivation. Compared to children, adults have more developed abstract thought; it means we have to choose appropriate activities adapted to use their intellects to learn consciously.All students have different intellectual abilities. They think and learn differently. Learner differences are related to different thinking styles and learning styles of students. Some of them use more than one style, but generally each person has a preferred style.Giving feedback demands skills as well as tact. We should create a friendly atmosphere for constructive feedback. After giving feedback, we should check that the learner has understood the message by asking open-ended questions. Avoid closed (yes, no) questions, for example, Have you understood? It is better to begin questions with “Tell me”, “ How”, or “Why”.The fact is a lot of teachers overestimate the quantity of feedback they give. To avoid it, try to find ways to offer every learner some feedback in every lesson. As teachers of adults we should minimise the bad effect of criticism although there are a lot of possibilities for misunderstanding because without feedback students cannot learn and teachers do not teach. Communicative activities that get students involved is very useful and makes the learning experimental. This includes e.g. small group discussions, role play, writing or drawing something specific, skits etc. Activities that involve getting up and moving about can also keep students energized. Try to use a variety of teaching materials and methods and do not forget individual differences of your students (differences in style, time, types and pace of learning). It is known that individual differences increase with age. Take into account that your students have a lot of life experience which they can bring to the classroom, provide them as much opportunities for dialogue as possible and ask open-ended questions so that they can use their knowledge and experience.In conclusion, teaching techniques should be chosen with regard to needs of all learners. We should consider what approach and methods seem to be appropriate for our students. We have to respect our students different learning styles, we should encourage them, motivate them and give them a proper feedback.
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