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    AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE Cognitive Social Affective Psychomotor 1. The student cannot yet read in the native language, or L1. 2. There is no sound equivalent in L1 for the “morphology”—sound system—in the language to be acquired, L2 æ 3. There is no word form in L1 for one in L2 4. Lack of familiarity with the grammatical and syntactical structures in L2. The apple doesn't fall far from the tree. 5. Confusions arising from seeming parallels in L1 and L2 from si

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    AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE Cognitive Social Affective Psychomotor 1. The student cannot yet read in the native language, or L1. 2. There is no sound equivalent in L1 for the “morphology”—sound system—in the language to be acquired, L2 æ 3. There is no word form in L1 for one in L2 4. Lack of familiarity with the grammatical and syntactical structures in L2. The apple doesn't fall far from the tree. 5. Confusions arising from seeming parallels in L1 and L2 from si

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    12 views11 pages

    Identifying Learners' Linguistic and Skill Needs

    Uploaded by

    linaluna_901004
    AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE Cognitive Social Affective Psychomotor 1. The student cannot yet read in the native language, or L1. 2. There is no sound equivalent in L1 for the “morphology”—sound system—in the language to be acquired, L2 æ 3. There is no word form in L1 for one in L2 4. Lack of familiarity with the grammatical and syntactical structures in L2. The apple doesn't fall far from the tree. 5. Confusions arising from seeming parallels in L1 and L2 from si

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    AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE

    Cognitive

    Social

    Affective

    Psychomotor

    1. The student cannot yet read in the native language, or L1.

    2. There is no sound equivalent in L1 for the morphologysound systemin the language to be acquired, L2

    3. There is no word form in L1 for one in L2

    4. Lack of familiarity with the grammatical and syntactical structures in L2.

    The apple doesn't fall far from the tree. 5. Confusions arising from seeming parallels in L1 and L2 from similarities in letter clusters and idioms that are, in fact, not parallel, and therefore, are misleading. Still water run deep

    Think twice, act wise.


    While the cat's away, the mice will play.

    6. Lack of skills and knowledge in interpreting the communicative intent of a speaker/writer

    7-Inadequate and incongruous experience and knowledge of the acceptability of various forms of oral and written discourse.

    To improve students competences

    To motivate them

    Learning styles teaching

    Reflecting

    Analyzing the syllabus

    Students opinions

    Free write

    Develop group
    vision

    Survey

    Lesson learnt

    Vicky Minderhout. Identifying Learner Needs. Chemistry, Seattle University. From http://cetl.matcmadison.edu/efgb/3/3_2_6.htm Simon Smith. 2003. Unit 109: Identify and assess learners needs and Unit 115 Support and Guidance. City and Guilds7407 Level 4 Certificate in Further Education teaching. From www.simonsdiary.co.uk/teaching/teachertraining

    AMAZONIA UNIVERSITY IX SEMESTER ENGLISH DEGREE

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