Individualised learning programm\Индивидуальная программа обучения для взрослого

I N D I V I D U A L I Z E D E D U C A T I O N A L P R O G R A M

F O R

THOMAS

T I T O V A K S E N I A LOBOVA JULIA

TERESHCHENKO ELIZAVETA

C O N T E N T

L e a r n e r c h a r a c t e r i s t i c s Age-difference

T y p e o f m o t i v a t i o n

Appropriate materials and resources. Duration of training

Specific activities for Thomas and rationale for them Culture

Co n d u c t i n g n ee d s \ e rr o r s a n a l y s i s

P r i m a r y d at a A d u l t m a n Designer

L 1 - G e r m a n

L a n g u a g e B a c k g r o u n d

L 2 - C 1

Enjoys technical

m a g a z i n e s a n d

i n t e r n a t i o n a l r a d i o a n d T V

C u r e n t N ee d s a n d G o a l s N ee d s a j o b p r o m o t i o n H a s li tt l e t i m e

L e a r n i n g S t y l e a n d P r e f e r e n c e s

O u t g o i n g a n d c o n f i d e n t , c h a tt i n g w i t h p e o p l e F f l e x i b l e l e a r n i n g s c h e d u l e Restless

enjoys

Based on the provided information, here's an analysis of Thomas' age-difference criteria as a 29- y e a r - o l d E n g li s h l e a r n e r :

• ATTENTION SPAN

A S A N O U T G O I N G A N D C O N F I D E N T P E R S O N W H O " N E V E R S I T S S T I LL , " T H O M A S M A Y H A V E A R E L A T I V E L Y SHORT ATTENTION SPAN , REQUIRING LANGUAGE LEARNING ACTIVITIES THAT ARE ENGAGING , INTERACTIVE , AND CAN BE DONE IN SHORT POCKET S OF TIME.

• AVAILABLE TIME FOR LANGUAGE LEARNING T H O M A S H A S V E R Y L I TT LE T I M E F O R L A N G U A G E L E A R N I N G D U E T O W O R K T R I P S A N D F A M I L Y COMMITMENTS, BUT HE CAN OFTEN FIND POCKETS OF TIME WHEN TRAVELING TO WORK ON HOMEWORK A SS I G N M E N T S U S I N G H I S L A P T O P . T H I S S U GG E S T S THAT HE HAS LIMITED BUT FLEXIBLE TIME FOR LANGUAGE LEARNING.

• COGNITIVE DEVELOPMENT

AT 29, THOMAS IS AN ADULT LEARNER WITH A C1 ( ADVANCED) ENGLISH LEVEL , SUGGESTING THAT HIS COGNITIVE DEVELOPMENT IS MATURE , AND HE CAN HANDLE COMPLEX LANGUAGE STRUCTURES AND ABSTRACT CONCEPTS.

• MEMORY

AS AN ADULT LEARNER, THOMAS' MEMORY MAY NOT BE AS SHARP AS IT WAS DURING HIS YOUNGER YEARS, BUT HIS EXTENSIVE ENGLISH STUDIES AT SCHOOL AND REGULAR PRACTICE OF RECEPTIVE SKILLS THROUGH READING AND LISTENING SUGGEST THAT HE HAS A GOOD FOUNDATION TO BUILD UPON .

• INTRINSIC VS EXTRINSIC MOTIVATION

T H O M A S ' M O T I V A T I O N F O R L E A R N I N G E N G L I S H I S E X T R I N S I C , D R I V E N B Y H I S D E S I R E T O P R E P A R E F O R A P R O M O T I O N T O E U R O P E A N M A N A G E R . T H I S S U GG E S T S T H A T H E I S M O T I V A T E D B Y EXTERNAL FACTORS, SUCH AS CAREER ADVANCEMENT, RATHER THAN A GENUINE INTEREST IN THE LANGUAGE ITSELF.

• SELF-CONSCIOUSNESS

AS A DESIGNER, THOMAS MAY BE SELF-CONSCIOUS ABOUT HIS LANGUAGE SKILLS , PARTICULARLY IN PROFESSIONAL SETTINGS, WHICH COULD AFFECT HIS CONFIDENCE IN USING ENGLISH. HOWEVER, HIS OUTGOING AND CONFIDENT PERSONALITY MAY HELP MITIGATE THIS SELF-CONSCIOUSNESS.

• SENSORY ACUITY (BEING GOOD AT DETECTING SMALL DIFFERENCES IN LANGUAGE)

THOMAS' STRUGGLES WITH SPEAKING AND WRITING SKILLS, DESPITE HIS ADVANCED LEVEL OF ENGLISH, SUGGEST THAT HE MAY NOT HAVE A HIGH LEVEL OF SENSORY ACUITY WHEN IT COMES TO DETECTING SMALL DIFFERENCES IN LANGUAGE. HOWEVER, HIS REGULAR PRACTICE OF RECEPTIVE SKILLS THROUGH READING AND LISTENING MAY HELP HIM DEVELOP THIS SKILL OVER TIME.

Type of motivation

ACCORDING TO GLOBAL MOTIVATION THEORY THOMAS MAY BE CHARACTERIZED WITH THESE POINTS:

Extrinsic Motivation

Thomas' motivation for learning English is driven by h i s d e s i r e t o p r e p a r e f o r a p r o m o t i o n , w h i c h i s a n external factor. This suggests that he is motivated by external compulsion, such as career advancement, rather than a genuine interest in the language itself. Therefore, Thomas' motivation can be classified as extrinsic.

Intrinsic Motivation

There is no indication that Thomas enjoys learning English for its own sake or derives satisfaction from the learning process.

Instrumental Motivation

Thomas views English as a tool to achieve his career goals, which is a characteristic of instrumental motivation. He needs to improve his speaking and writing skills to prepare for a promotion, indicating that he sees language learning as a means to an end. Therefore, instrumental motivation is a significant factor in Thomas' language learning journey.

Integrative Motivation

There is no indication that Thomas is motivated to learn English to integrate into a new culture or to fit in with a particular social group.

In conclusion, Thomas' motivation type is primarily extrinsic and instrumental , driven by external factors such as career advancement and the need to use English as a tool to achieve his professional goals.

Appropriate materials and resources. Duration

The main course is "Business English for European Managers" with an emphasis on developing business communication skills, written reports and presentations. Level: C1 according to CEFR.

Additional Resources

• Internet Resources: BBC Learning English, The Economist.

• Videos and Films:Documentary films about business and technology, i n t e r v i e w s w i t h t h o u g h t l e a d e r s .

• Reading: Business journals and articles (e.g. Harvard Business Review).

• Educational Games: Business simulators and role-playing games in English.

Duration of training

3 months, 3 times a week for 60 minutes = 36 hours

Specific activities for Thomas

Activity 1: Short, Interactive Speaking Tasks

Rationale : Thomas has a short attention span and limited time for language learning. Short, interactive speaking tasks can be done in short pockets of time, making them ideal for his busy schedule.

Examples : Role-plays, information gap activities, or short discussions on topics related to his profession.

Activity 2: Online Writing Assignments

Rationale : Thomas has a laptop and can often find pockets of time when traveling to work on homework assignments. Online writing assignments can be done at his own pace, allowing h i m t o f i t l a n g u a g e l e a r n i n g i n t o h i s b u s y s c h e d u l e .

Examples : Writing short emails, reports, or articles on topics related to his profession.

Activity 3: Conversational Practice with a Language Exchange Partner

Rationale : Thomas is outgoing and confident, and enjoys chatting to other people. Conversational practice with a language exchange partner can provide him with opportunities to practice speaking in a more spontaneous and interactive way.

Examples : Online language exchange platforms, such as Tandem or HelloTalk, can connect Thomas with a language exchange partner who can help him practice speaking.

A c t i v i t y 4 : A u t h e n t i c M a t e r i a l s a n d C a s e S t u d i e s

Rationale : Thomas has an advanced level of English and is motivated by his desire to prepare for a promotion to European manager. Using authentic materials and case studies related to his profession can help him develop his language skills in a more meaningful and relevant way.

Examples : Using news articles, videos, or podcasts related to his profession, or working on case studies that require him to use English to solve problems or make decisions.

A c t i v i t y 5 : S e l f - R e c o r d i n g a n d R e f l e c t i o n

Rationale : Thomas may be self-conscious about his language skills, particularly in professional settings. Self-recording and reflection can help him identify areas for improvement and build his confidence in using English.

Examples : Recording himself speaking or presenting, and then reflecting on his performance to identify areas for improvement.

Culture

Analysis of Hofstede's cultural dimensions:

Power Distance Index (PDI)

Thomas' European background suggests a relatively low PDI score , indicating that he values egalitarianism and may be uncomfortable with hierarchical structures.

Implication : Thomas may prefer a more collaborative and participatory approach to communication, w h e r e e v e r y o n e ' s o p i n i o n s a r e v a l u e d a n d r e s p e c t e d .

Individualism vs. Collectivism (IDV)

As a European, Thomas is likely to have a high IDV score, indicating that he values individual freedom and autonomy.

Implication : Thomas may prioritize his own goals and objectives over group harmony, and may be more likely to express his opinions and ideas openly.

Masculinity vs. Femininity (MAS)

Thomas' European background suggests a relatively low MAS score, indicating that he values cooperation, empathy, and social welfare.

Implication : Thomas may be more likely to prioritize building relationships and achieving consensus, rather than competing aggressively.

Uncertainty Avoidance Index (UAI)

As a European, Thomas may have a relatively low UAI score, indicating that he is comfortable with ambiguity and uncertainty.

Implication : Thomas may be more open to new ideas and willing to take risks, rather than seeking structure and predictability.

Long-term Orientation (LTO)

Thomas' European background suggests a relatively low LTO score, indicating that he values short-term results and may be more focused on immediate goals.

Implication : Thomas may prioritize achieving quick results and may be less concerned with long-term consequences or traditions.

Indulgence vs. Restraint (IVR)

As a European, Thomas may have a relatively high IVR score, indicating that he values enjoyment and leisure time.

Implication : Thomas may prioritize work-life balance and may be more likely to take breaks and enjoy social activities.

R. Lewis model

Thomas' European background suggests that he may have some Linear-Active tendencies, valuing planning, organization, and direct communication.

-How to teach?

- Use...

S t r u c t u r e d L e ss o n s L o g i c a l F l o w Co n s i s t e n t R e v i e w V i s u a l A i d s P r a c t i c a l E x a m p l e s

How to conduct needs\errors analysis?

We can use various methods to elicit the necessary information. Here are some suggestions:

Skills , Setting, Accuracy Levels, Register, and Functions

Interview

Ask open-ended questions such as:

-What do you want to achieve in English?

-In what situations do you need to use English?

-What are your strengths and weaknesses in English?

-How do you want to improve your English skills?

Observation

Observe Thomas in a simulated or real-life situation where he needs to use English. This c a n h e l p i d e n t i f y h i s s t r e n g t h s a n d w e a k n e ss e s i n u s i n g E n g li s h i n d i ff e r e n t c o n t e x t s .

Questionnaire

-What is your current level of English proficiency?

-In what settings do you need to use English (e.g., work, study, socializing)?

-What are your goals for improving your English skills?

-What specific language skills do you want to improve (e.g., listening, speaking, reading, writing)?

First Lan g uage Interference and Facilitation

Language Background Questionnaire

- W h a t i s y o u r n a t i v e l a n g u a g e ?

- H o w p r o f i c i e n t a r e y o u i n y o u r n a t i v e l a n g u a g e ?

-Have you studied any other languages besides English?

-How do you think your native language influences your use of English?

Error Analysis

Collect a sample of Thomas' written or spoken English language production (e.g., a short essay or a conversation). Analyze the sample to identify any errors or patterns that may be influenced by his native language.

Self-Assessment

Ask Thomas to reflect on his own language use and identify any areas where he thinks his native language may be influencing his English language production.

Q&A Don't be afraid to ask questions!