3.2.

How To Identify An Effective Learner

In Your Class
3.2.1. Techniques
Here are some practical techniques that effective learners apply. This will help you to reflect on the
traits and attributes you want to nurture in learners who are lacking in some areas.
Look out for those who:

1. They know and understand their learning preferences.

These learners are self-aware. They know themselves. They know how they prefer to learn and choose
learning approaches that suit their way of learning.
2. They take responsibility for the learning.
They take responsibility for their learning. In addition to learning in class, they create opportunities to
learn the language elsewhere, e.g., films with English sub-titles, watching CNN or the BBC. They
know that practice is critical.
3. They grasp all opportunities to keep learning.
They grasp all opportunities for speaking the target language (L2) and actively take part in the
learning process. They are keen to experiment.

They will also use different ways of communicating to overcome gaps in linguistic knowledge. For
example, when a word is not known, the effective learner will try to describe the object or its function,
e.g., for scissors: They’re made of metal, and you use them to cut paper. Or she will find another word
approximate to the meaning of the word she is looking for, e.g., pot for saucepan or she will make up
an innovative word, e.g. foot-finger for toe.
4. They try to work out how the English language works.
They aim to come to grips with the language as a system. They pay close attention to form and look
for patterns in the language.

They are good guessers, continually monitoring the context of the conversation or text and then
revising expectations when necessary. They use clues from the situation to help them guess the
meaning of unknown words and phrases rather than giving up.

For example, once an effective learner grasps the idea of the infinitive form made up from to plus the
verb stem, e.g., to go, to eat, to sleep, he will likely grasp that it is the base form of a verb (verb stem)
which will complete the blank in the following sentence:

John likes to __________ .

So, he will likely complete it with swim, play, run, paint, etc. and not with, for example, a gerund
(swimming), a noun (football), or adverb (quickly), etc.
5. They know that language is used to communicate, and they take risks.
They pay attention to meaning. They have effective techniques for practising listening, speaking,
reading, and writing. In the initial stages of their language learning, they do not worry about making
mistakes. They take risks and are not embarrassed when they get it wrong.

They speak to achieve the goal of becoming fluent. They seek out opportunities to talk with native
 speakers. They realise that language learning is not merely an academic subject but is also a means of
communication.
6. They study like detectives.
They are always inquisitive, looking for evidence and clues that will help them to grasp how the
language works. They guess and ask people to correct them if they are wrong. They compare what
they say with what others say.

They keep a record of what they have learned and reflect on it. They monitor themselves. They keep a
careful eye on the forms of the language to discover patterns that will aid learning.
7. They use the language outside the classroom.
Effective learners create opportunities to try out what they have learned and do not merely complete
the homework. They are not content only with the exposure to the language that the classroom can
provide but like to find opportunities outside.

Remember this! You’ll know effective learners when you see them. Be wise. Use them to help others
achieve in the classroom. Don’t single them out in front of others. Just ensure that your pairs and
groups are strengthened by an effective learner so that some of their skills and attributes can brush off
on others.

And, use the list above as a reminder to nurture learners who are lacking in some of these areas.