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2 Psychological characteristics of young learners According to:Barrie Gunter and Adrian Furnham,Young Learner will refer to the children from the ages of 8-12 years. The term young learners, according to the author of the book An A-Z of ELT, Thornbury,is used to describe children of pre-primary and primary school age, although it is sometimes used to include adolescents aswell(p.250). In the same way, young learners as defined by SarahPhillips (1993) are children of formal schooling (five or six years old) toeleven or twelve years of age (p.4). Second-language acquisition theory may help explain the puzzling situation of children who acquire languages more quickly and apparently with much less effort than do their parents when placed in a second-language medium,The children are in a setting in which they are surrounded by language that is made meaningful because of the context and because of the way teachers speak to them. They are given time to sort out the language that they hear and understand, until they are ready to begin to use it for their own expressive purposes. Their parents, on the other hand, are usually busy learning vocabulary and grammar rules, and they attempt to apply them later to a setting in which they have something to say. For Stephen Krashen, a linguist who has synthesized much of recent second-language acquisition research in his writing, the children would be acquiring language, while the parents would be learning it. Krashen has popularized the idea of comprehensible input, the amount or level of language that the student can fully understand, plus just a little more: i + 1. According to Krashens input hypothesis, the most important factor in the amount of language acquired by a learner is the amount of comprehensible input to which that learner is exposed. The input hypothesis provides a powerful reason for the exclusive use of the target language for all classroom purposes. However, simply deciding to use the target language is not enough. It must be used in such a way that the message is understood by the student at all times, even though every word of the message may not be familiar. This is accomplished through the use of gestures, examples, illustrations, experiences, and caretaker speech. When teachers complain that students do not understand them when they use the target language, it may well be because they are using the target language at a level that is too far beyond the childs current ability to understand.Learners who are presented with language too far beyond their current level may well conclude that they are not good language learners and/or that this language is simply too hard to be learned. An important part of the teachers planning time for a classroom based on the principles of second-language acquisition will be devoted to strategies for making the target language comprehensible to the students. Paying attention to input focuses on the importance of listening skills and on the potential benets that can come from increased listening opportunities for all students,especially those at the beginning level. An extended listening period gives learners the opportunity to gather meanings and associate them with language. They can give their full attention to understanding the messages that are being communicated, without the pressure to imitate or respond immediately.

Characteristics of young learners. -Is becoming more coordinated. Wiggles and squirms. Has nervous habits. Plays organized games that require physical skill. Has a good attention span. Wants to be included. - Wants to know the reasons for things. Is anxious to share his or her knowledge. Thinks he or she knows much, but is beginning to recognize that others may know even more. Is judgmental. Has heroes. Enjoys writing, reading, and pretending. -Enjoys group play with simple rules. Prefers to be with own gender in group play. Is more cooperative and less insistent on having his or her own way. Wants to have a best friend. Has a strong need for independence, but also relies on adults for guidance and security. - Is usually affectionate, helpful, cheerful, outgoing, and curious, but can also be rude, selfish, bossy, and demanding. Is sensitive to criticism. Criticizes self and others. Is sometimes giggly and silly. Experiences guilt and shame. -Enjoys team games. Has good body control. Is interested in developing strength, skill, and speed. Likes more complicated crafts and handwork. - Is able to remain interested in subjects or activities for a longer period of time. Seeks facts; does not enjoy much fantasy. Likes memorization. Has definite interests and curiosity. Likes reading, writing, and keeping records. Is interested in the community and other cultures and peoples. Enjoys learning about the past and the present. Likes to collect things. -Enjoys being with groups of people of the same gender. Likes group adventures and cooperative play, but also likes competition. Tests authority and exercises independence. Spends much time with friends. - Has some behavior problems, especially if he or she is not accepted by others. Is becoming very independent, dependable, and trustworthy. Is concerned about being fair, and argues over fairness. Is better able to accept his or her own failures and mistakes and take responsibility for personal actions. Is sometimes silly. - Is well aware of right and wrong. Wants to do right, but sometimes rebels. -May be experiencing rapid growth. Enjoys sports that require strength, speed, and skill. Has periods of playing, pushing, wrestling, poking, and giggling. Is restless, active, and

impatient. May differ from peers in physical size and coordination. Does not like to be treated like a child. Is concerned about physical appearance. - Enjoys abstract concepts and ideas. Makes conclusions based on prior learning. Likes to be challenged in mental tasks. Is decisive and reasonable. Enjoys memorization. Likes to set goals. Thinks more logically. Enjoys learning. Has a good attention span. Understands more precisely the meanings of words, and can define abstract terms. Has humor that may seem ridiculous to adults. -Is social and competitive. Possesses strong loyalty to groups. Has much positive and negative interaction with peers. Has friendships that are more complex and intense. Relies on best friends. Values peers opinions and standards more highly than those of adults. Is sometimes critical of adults judgments and of others feelings. Likes to tease or play roughly. Is sometimes rude and uncooperative, and at other times is friendly and cooperative. - Is critical of self and resentful of others criticism. May feel that everything he or she does is wrong, especially if criticized. Has worries and fears about school and friends. Is very sensitive, especially about self. Has doubts and insecurities. Is sometimes touchy and irritable, and is very conscious of being treated fairly. Is able to be polite, serious, honest, and sincere. Desires to be independent and have responsibilities. - Has a strong moral sense and conscience. Is interested in self-improvement. Does not like to admit when he or she has behaved badly. Is ready to learn more about the doctrines of the gospel.