ASSIGNMENT: FOCUS ON THE LEARNER
(Words 750 – 1000)
In this assignment, you are asked to investigate the learning context and to assess the
language needs of one learner in your current TP class. Each candidate must choose a
different learner. You are also asked to identify resources relevant to the specific learner’s
language development. Lastly, you are required to select and attach specific language and
skills focused activities to help meet the needs of your learner and a rationale for your choice
of these activities.
Please reference your background reading and materials in the assignment and in the
bibliography and remember to include a word count.
Below is a recommendation of the headings and structuring of your assignment. In order to
obtain the following information you will need to conduct a brief interview and needs analysis
with your learner. In addition to this, you can use classroom observations to help you collect
information and you will be given observation tasks specifically designed to help you focus on
your individual learner.
1.
Learner Profile (approx 200 words):
Comment on the following:
 age & nationality,
 education (specifically English language training),
 employment backgrounds
 motivation for learning English
and how these factors might affect learning
2.
Learning Styles & Preferences (approx 200 words):
Comment on the following and how they might affect learning:
 the apparent learning style(s) of your learner (e.g. visual, intrapersonal, analytic etc)
 their preferences in the language classroom (e.g. working individually vs working in
groups, discovering grammar for themselves vs teacher centred presentation of
grammar etc).
3.
Linguistic Ability (approx 350 words):
3.1 Comment on your learner’s competence in skills (speaking, reading, writing,
listening) and systems (vocabulary, grammar and pronunciation). Write a
paragraph describing their strengths in all of the above.
3.2 Identify your learner’s needs by completing the table below. Hand this in as part of
your assignment.
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In the Skills section identify ONE weakness in THREE of the skills and provide a
specific example for each based on your observations and/or the student’s written or
spoken work.
In the Systems section identify ONE weakness in all THREE areas and provide a
specific example for each based on your observations and/or the student’s written or
spoken work.
Focus on the learner: Identifying student needs
Skills
Speaking
(consider: Fluency, accuracy,
turn-taking, etc)
Weakness
Examples

Writing
(consider: punctuation,
spelling, paragraphing,
coherence (logical flow of
ideas) and cohesion
(appropriate linking of ideas)

Reading
(consider: reading for gist
(skimming), reading for specific
information (scanning) and
reading for detail

Listening
(consider: Listening for gist
(overall meaning), specific
information and detail

Systems
Grammar
(consider: tenses, word order,
articles, prepositions,
subject/verb agreement, etc)
Vocabulary
(consider: general/specific lack
of vocabulary, word choice,
word formation, false friends,
etc)
Pronunciation
(consider: intonation, sentence
stress, word stress, connected
speech, individual sounds, etc)
Weakness
Examples


(use phonemics to show
wrong and correct
pronunciation)

4.
Activities (approx 250 words)
From the table above, choose TWO weaknesses: ONE skill and ONE system.
For EACH weakness:
 select an activity that will help your learner develop in this area (to do individually or
in class)
 briefly describe how the activity works
 say WHY you think the activity is suitable for your learner (consider learning styles
and preferences too)
 reference the activity and attach it to the assignment
NB: Please ensure you have included TWO different activities.
ASSESSMENT CRITERIA
Candidates can demonstrate their learning by:





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Showing awareness of how a learner’s background, previous learning experience and
learning style(s) affect learning.
Identifying the learner’s language/skills needs.
Correctly using terminology relating to the description of language systems and
language skills.
Selecting appropriate material and/or resources to aid learner’s language development
Providing a rationale for using specific activities with a learner.
Finding, selecting and referencing information from one or more sources using written
language that is clear, accurate and appropriate to the task
NB. Make sure that your work is accurate in terms of spelling, punctuation, grammar &
discourse as this is taken into consideration in the grading of written work.
Checklist for Focus on the Learner Assignment
1.
Have I provided a profile on my learner?
2.
Does the profile include age, nationality, education (specifically English language
education), employment background and motivation for learning English?
3.
Do I say in the profile how the things I mentioned above affect learning?
4.
Have I described my learner’s learning style(s)?
5.
Have I described my learners learning preferences in the language classroom?
6.
Do I say how my learner’s learning style and learning preferences affect his/her
learning?
7.
Have I commented on my learner’s: Reading, Speaking, Writing, and Listening skills?
Have I mentioned what subskills my learner is having problems with when I analyse the
four skills? E.g. gist reading, scanning, detailed reading, etc. Is my learner’s writing well
organised, does he use linking correctly? How fluent or accurate is my learner’s
speaking?
8.
Have I commented on my learner’s, vocabulary, grammar and pronunciation needs?
Have I named the tense or area of grammar/vocabulary/pronunciation my student has
problems with? Have I provided examples from my learners spoken or written work of
the areas my student has problems with that support my analysis?
9.
Have I attached and referenced 4 activities for developing my learner’s systems and
skills?
10.
Have I included a rationale for using each activity with the learner? Does my rationale
refer back to my learner’s weaknesses? Does my rationale refer back to my learner’s
profile, learning style, and learning preferences? For example, if my learner has
problems with certain dependent prepositions and my learner is a kinaesthetic learner
who likes to learn through games, have I selected an activity that practices dependent
prepositions and does the activity suit his learning style?
11.
Have I proof-read the assignment for errors?
12.
Have I written the assignment in prose?
Remember to familiarise yourself with the marking criteria on the second page of the
assignment.