Physical Condition's Effects on the Adult Learner in the Foreign Language Classroom

Physical Condition's Effects on the Adult Learner in the Foreign Language Classroom

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Physical Condition's Effects on the Adult Learner in the Foreign Language Classroom


The physical condition is one of the conditions that affects the adult learner in second/foreign language classroom. This condition consists of physical changes that occurs in adults that have implications for adult learning. It affects mostly the brain and the heart. Adult education can add stress on them, they can start smoking or drinking, and sometimes it can cause heart attacks because they have trouble meeting with sudden and abrupt changes. A lot of other factors can deteriorate the adult health. These factors can reduce the level of learning. There are also roles; family roles, work roles, community roles and leisure time roles. The family roles are a major factor in adult learning. Financial pressures, growing kids, adjustments of marriage are often prioritised over learning situations. Learning a second language can be a valuable opportunity in work roles. It can lead to a promotion or increase earnings and it gives a more positive self-image. Community roles consist in the involvement of the adult in his community. The amount of time that community roles require will often reduce the time available for continuing education. On the other hand, the learning of leadership and group dynamics is essential to successful involvement. Leisure time roles can allow using media in adult education but on the other hand, if leisure activities are not placed in a schedule, they can take over the time for learning. The psychological condition is another condition that affects the adult learner in second/foreign language classroom. As the adult grows older, the pressure and stress take over. The suicide rate increases with age. The period t...


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...al examples. “Socioaffective strategies have to do with social mediating activity and transacting with others”. Socioaffective strategies can lower the learner’s anxiety, encourage him, take his emotional temperature, ask questions, cooperate with others and empathise with others. This kind of learning is for example when you work in groups of two or more, you can get feedback from other people, help and even have a model to help you. In this model, you’re not left on your own, you’re surrounded by people that can help you that is why it’s called socioaffective. An activity that uses this kind of learning could be that one of the members of the group gives a presentation and then the peers give that person feedback, tips and even can help that person to be better in presentation with pronunciation repetition, etc. Even the teacher could give comments and tips.

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