THE INTERNET
LEARNER PROFILES
Learner Profile: CONSUMER OF NEWS
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Consumer of news’, watch the video below.
Video transcript
“My name is Andrea. Before I came to the West University of Timisoara, I did not see it as vital to learn English. The strange thing is that at the University I had to choose a second language course between German, Chinese, French, and English. Even if I could choose any other foreign language from those mentioned, I chose English. I made this choice because my colleagues had at least an intermediate level of English and I did not feel very comfortable. I am somehow addicted to everything new on social media, and I check the news daily both in the morning and in the evening. For me, the most difficult is when I need to make the difference between real news and fake news. This is also because the online international news uses a vocabulary specific to the English language and my current level of English needs improvement. I did not think that I would need English so much in all contexts nowadays, at work, on social media, on trips, etc. For example, I would like to practice my English and enjoy resources and tools that are also beginner-intermediate and not mainly advanced English level.''
SECTION TWO: Description
Read the description of the Learner Type ‘Consumer of news’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical Consumer of news is someone who is always looking for everything new in social media, assimilating a large volume of online news in various fields of activity.
So, what makes a profile of a Consumer of news when it comes to learning and using English as a second language?
When it comes to effective communication in English, a consumer of news is usually faced with a series of situations that are not part of a standard coursebook for English learners.
These situations are quite diverse and include among other things:
- making the difference between real and fake news
- proper internet browsing
- writing appropriate posts
- avoiding hate speech and online violence
- understanding and recognising organic vs paid content, etc.
In terms of online communication, written as well as spoken interaction (via different online platforms) are of equal importance, while the range of topics and vocabulary can be extremely diverse.
For a consumer of news, it is therefore often important to learn how to use the language and appropriate sentences when writing posts, and also it is important to make full use of the reading, and diplomatic skills, such as online empathy, tolerance, and other soft skills.
However, what is probably equally important is the effective use of functional language such as asking for and providing information and explanation through different social media posts, avoiding hate speech, and understanding organic content vs paid content.
Reflection questions for teachers:
1. What kind of written online communication might a Consumer of news have to engage in?
2. What kind of behavioral approach might a Consumer of news need to avoid online hate speech?
Now check the possible answers:
1. Write appropriate posts on social media, using non-aggressive language, etc.
2. Flexible, and non-aggressive behavior, focused on mutual respect for social media followers, etc.
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the Consumer of news, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Dealing with a large volume
of online news
Scenario No.1:
“Opening social media pages and receiving a lot of news is not pleasant all the time. This is because most of the news is aggressive, with a strong emotional impact, but also fake and instigates online violence. Having appropriate English skills to distinguish between news and to select really important and informative news is crucial nowadays. The ability to read and write in English is vital because technology has moved towards this international language as the basic communication method.”
FUNCTIONAL CONTEXT 2:
Enrolling in online conversations
Scenario No.2:
“Not understanding the full content of a news or social media post is frustrating. It makes you feel uncomfortable, helpless, and somehow limited in the benefits of the English language. If you know English but do not have adequate reading skills and the ability to correctly assimilate the information, it becomes a problem at some point. It also happened to me that I was convinced by fake news and told people about it, and then I realised that it had fake content. It is totally unpleasant.”
Methodology tips: how to prepare the learner for the target functional context
- It is best if receptive (reading/ listening) skills are combined with productive (speaking/ writing). So, for example, if you are preparing to write a post about a sensitive topic, it is good to first check the information that already exists about that topic in order to familiarise yourself with the followers’ reactions. In this way, you also use your diplomatic skills and manage the respective situation better.
- For a Consumer of news, focusing on that specific journalistic language can be a challenge if he/she does not master the grammar and basic vocabulary of the English language. It would be good to have an online/traditional dictionary to check if the meaning of the words is exactly as it should be.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Consumer of news’ subtypes presented here.
SUBTYPE A:
GRAMMAR GEEK
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid assimilation of online information, the ‘’last minute’’ pressure appears and the ability to correctly perceive becomes difficult.
SUBTYPE B:
SKILLED READER
Skilled at reading but with barriers at writing: this subtype of the Consumer of news can be quite fluent in most reading situations (news, posts, articles, e-books…), but may find it difficult to cope with writing tasks involving a higher degree of formality (formal e-mails, official posts, advertising content…)
SUBTYPE C:
DIGITAL/DIPLOMATIC ROOKIE
Digital and diplomatic limitations: considering that many of the typical Consumer of news tasks which imply reading, writing, and communication in English can nowadays be completed online, it is important not to neglect the aspect of diplomatic, and digital skills involved.
Learner Profile: PARTICIPANT IN SOCIAL MEDIA
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Participant in social media’, watch the video below.
Video transcript
My name is Cristina. Before I came to the FEAA-Faculty of Economics and Business Administration of Timisoara, I did not see it as vital to learn English. I had to study online marketing and social media. The problem was not the marketing course, but the fact that we also had to study international marketing in English. I am somehow addicted to everything new on social media, I post daily, and I always read the online week's perspective. For me, the most difficult part is when I have to post in English to reach a different target group than the one in Romania. This is also because the online international marketing and news uses a vocabulary specific to the English language and my current level of English needs improvement. I did not think that I would need English so much in all contexts nowadays, at work, on social media, on trips, etc. For example, I would like to practice my English and enjoy resources and tools that are also beginner-intermediate and not mainly advanced English level.
SECTION TWO: Description
Read the description of the Learner Type ‘Participant in social media’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the leaner: A typical participant in social media is someone who is always looking for everything new in social media, enjoys creating frequent posts, knows how to use hashtags to reach his/her audience, assimilating a large volume of online news in various fields of activity.
So, what makes a profile of a Participant in social media when it comes to learning and using English as a second language?
When it comes to effective communication in English, a participant in social media is usually faced with a series of situations that are not part of a standard coursebook for English learners.
These situations are quite diverse and include among other things:
- knowing the online audience
- choosing the right content
- capitalising on search engines
- managing online shopping
- understanding and recognising organic vs. paid content, etc.
In terms of online communication, written as well as spoken interaction (via different online platforms) are of equal importance, while the range of topics and vocabulary can be extremely diverse.
For a participant in social media, it is therefore often important to learn how to use the language and appropriate sentences when writing posts, and also it is important to make full use of the reading, and diplomatic skills, such as online interpretation, positive online attitude, tolerance, and other soft skills. Respect for other social media participants is a key factor in diplomatic skills.
However, what is probably equally important is the effective use of functional language such as asking for and providing information and explanations through different social media posts, managing online shopping, avoiding hate speech, and understanding organic content vs. paid content.
Reflection questions for teachers:
1. What kind of written online communication might a participant in social media have to engage in?
2. What kind of behavioral approach might a participant in social media need to avoid online discrimination and promote e-tolerance?
Now check the possible answers:
1. Manage online shopping skills, write appropriate posts on social media, give appropriate feedback and reactions, use non-aggressive language, etc.
2. Flexible, non-aggressive behavior, empathetic reader, and creator of content, focused on mutual respect for social media followers, etc.
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the Participant in social media, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Conducting appropriate online research
Scenario No.1
“Reading social media pages and posts and seeing a lot of news is not pleasant all the time. This is because most of the news is aggressive, with a strong emotional impact. Having appropriate English skills to conduct appropriate online research and to assimilate relevant information is vital nowadays. The ability to read and write in English is crucial because technology has moved towards this international language as the basic communication method.”
FUNCTIONAL CONTEXT 2:
Managing information retrieval
Scenario No.2
“Not understanding the full content of a news or social media post is mentally exhausting. It makes you feel uncomfortable, lacking the ability to understand information, and somehow limited in enjoying the benefits of the English language. If you know English but do not have adequate reading and assimilating skills and the ability to correctly retrieve the information, it becomes a problem at some point. It also happened to me when I completely misunderstood something in a post and told the family members the wrong information. I don’t want to imagine what it would be like if that misinformation involved data and people started organising their schedules based on the information I gave them.”
Methodology tips
How to prepare the learner for the target functional context
- It is best if receptive (reading/ listening) skills are combined with productive (speaking/ writing). So, for example, if you are preparing to retrieve key information, it is good to first check your knowledge about that topic to familiarise yourself with the followers’ reactions. In this way, you also use your diplomatic skills and manage the respective situation better.
- For a Participant in social media, focusing on that specific journalistic language and the proper use of search engines can be a challenge if he/she does not master the grammar and basic technical and vocabulary of the English language. It would be good to have an online/traditional dictionary to check if the meaning of the words is exactly as it should be.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Participant in social media’ subtypes presented here.
SUBTYPE A:
GRAMMAR GEEK
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid retrieval of online information, frustration and pressure appear and the ability to correctly inform yourself and inform others becomes difficult.
SUBTYPE B:
SKILLED READER
Skilled at reading but with barriers at writing: this subtype of the Participant in social media can be quite fluent in most reading situations (chats, forums, blogs, news, posts, articles, e-books…), but may find it difficult to cope with writing posts, tasks involving a higher degree of formality (announcements and formal invitations, formal e-mails, official posts, advertising content…)
SUBTYPE C:
DIGITAL INCOMPETENCE
Digital and diplomatic limitations: considering that many of the typical Participant in social media tasks which imply reading, writing and communication in English can nowadays be completed online, it is important not to neglect the aspect of diplomatic, and digital skills involved.
Learner Profile: NETWORK PARTICIPANT
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Network participant’, watch the video below.
Video transcript
“My name is Andrea. Before I came to the West University of Timisoara, I did not see it as vital to learn English. I had to study social media and online business. The problem was not the course itself, but the fact that we also had to study how to create online business networks in English. I am somehow addicted to my online network of friends. For me, the most difficult part is when I have to initiate and maintain online conversations with business networks. This is also because I have to use a vocabulary specific to the English language and my current level of English needs improvement. I did not think that I would need English so much in all contexts nowadays, at work, on social media, on trips, etc. For example, I would like to practice my English and enjoy resources and tools that are also beginner-intermediate and not mainly advanced English level. ''
SECTION TWO: Description
Read the description of the Learner Type ‘Network participant’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical network participant is someone who initiates and maintains connections with different networks of people, starting from friends to businessmen or other institutions.
So, what makes a profile of a Network participant when it comes to learning and using English as a second language?
When it comes to effective communication in English, a network participant is usually faced with a series of situations that are not part of a standard coursebook for English learners.
These situations are quite diverse and include among other things knowing the online audience, choosing the right content and English language, capitalising on search engines, managing online conversations, understanding, and recognising formal and informal English language etc.
In terms of online communication, written as well as spoken interaction (via different online platforms) are of equal importance, while the range of topics and vocabulary can be extremely diverse.
For a network participant, it is therefore often important to learn how to use the English formal language and appropriate sentences when starting conversations, and also it is important to make full use of reading, and diplomatic skills, such as online interpretation, positive online attitude, diplomacy, and other soft skills. Respect for other social media participants is a key factor in diplomatic skills.
However, what is probably equally important is the effective use of functional language such as asking for and providing information and explanation through different social media networks/channels, managing online networks, and understanding the formal and informal English language.
Reflection questions for teachers:
1. What kind of written online communication might a network participant have to engage in?
2. What kind of behavioral skills might a network participant need to approach when managing online formal/business networks?
Now check the possible answers:
1. Manage online conversation skills, write appropriate and formal messages on social media, give appropriate feedback and reactions, use non-aggressive language, practice online diplomatic skills, etc.
2. Flexible, non-aggressive behavior, managed formal/informal English language, focused on mutual respect for social media networks, etc.
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the Network participant, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Maintaining appropriate online conversations
Scenario No.1:
“Initiating and maintaining online conversations is not always easy. This is because in the management of online networks, you should master the formal and informal English language. Having appropriate English skills to initiate appropriate online conversations and assimilate relevant information is vital nowadays. The ability to read, discuss, and write in English is crucial because technology has moved towards this international language as the basic communication method.”
FUNCTIONAL CONTEXT 2:
Managing online networks
Scenario No.2:
“Not understanding the full message of a formal online conversation is mentally exhausting. It makes you feel uncomfortable, lacking the ability to understand information, and somehow limited in enjoying the benefits of the formal English language. If you know English but do not have adequate reading and assimilating skills and the ability to correctly convey the information, it becomes a problem at some point. It also happened to me when I completely misunderstood something in an online and formal discussion with members of a business network.”
Methodology tips: how to prepare the learner for the target functional context
- It is best if receptive (reading/ listening) skills are combined with productive (speaking/ writing). So, for example, if you are preparing to convey key information in an online network, it is good to first check your knowledge about that topic and members of the network (profile, countries, area of expertise, etc.) to familiarise yourself with the ‘area’. In this way, you also use your diplomatic skills and manage the respective situation better.
- For a Networks participant, focusing on that specific business/cold/formal language can be a challenge if he/she does not master the grammar and basic technical and formal vocabulary of the English language. It would be good to have an online/traditional dictionary to check if the meaning of the words is exactly as it should be.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Network participant’ subtypes presented here.
SUBTYPE A:
GRAMMAR GEEK
One of the common types of adult learners has solid grammar knowledge, with very good accuracy in communication. However, when it comes to fluency and the capacity to practice the appropriate and rapid convey of online and formal information, frustration and pressure appear and the ability to correctly inform others becomes difficult.
SUBTYPE B:
SKILLED READER
Skilled at reading but with barriers at writing: this subtype of the Networks participant can be quite fluent in most reading situations (chats, forums, blogs, news, posts, articles, e-books…), but may find it difficult to cope with online networks, posts, messages, tasks involving a higher degree of formality (announcements and formal invitations, formal e-mails, official posts, advertising content…)
SUBTYPE C:
DIGITAL/DIPLOMATIC ROOKIE
Digital and diplomatic limitations: considering that many of the typical Network participant in social media’s tasks which imply reading, writing and communication in English can nowadays be completed online, it is important not to neglect the aspect of formal but basic English language, diplomatic, and digital skills involved.
Learner Profile: ONLINE LEARNER
SECTION ONE: Testimonial
Before reading the description for the Learner Type ‘Online learner’, watch the video below.
Video transcript
"My name is Luiza. I am somehow addicted to (self) online learning. I am always curious and willing to learn online at my own pace. For me, the most difficult part is when I have to assimilate and compare all online sources that are in English. This is also because most online learning sources use an English vocabulary that has words that are difficult to pronounce and understand. My current level of English needs improvement. I did not think that I would need English so much in all contexts nowadays, at work, in social media, on trips, etc. For example, I would like to practice my English and enjoy reading/watching resources and tools that are also beginner-intermediate and not mainly advanced English level."
SECTION TWO: Description
Read the description of the Learner Type ‘Online learner’, then answer the two reflection questions.
To start with, let us take a look at the social role performed by the learner: A typical online learner is someone who is always looking for everything new in social media, reading e-books, listening to podcasts, watching digital presentations, reading frequent posts, and assimilating a large volume of online news in various fields of activity.
So, what makes a profile of an Online Learner (general interest and education) when it comes to learning and using English as a second language?
When it comes to effective communication in English, an online learner is usually faced with a series of situations that are not part of a standard coursebook for English learners.
These situations are quite diverse and include among other things knowing the online audience, choosing the right content, comparing different sources, and e-books, capitalising on search engines, managing online learning, understanding, and assimilating digital presentations, etc.
In terms of online communication, written interaction (via different online platforms – leaving reviews on educational resources, etc.) is of equal importance, while the range of topics and vocabulary can be extremely diverse.
For an online learner, it is therefore often important to learn how to use the language and appropriate sentences when reading e-books, posts, and articles, and it is important to make full use of the understanding skills and knowledge, such as online interpretation, and other soft skills.
However, what is probably equally important is the effective use of functional language such as asking for and providing information and explanation through different social media posts, managing online learning, and understanding digital presentations.
Reflection questions for teachers:
1. What kind of written online communication might an online learner have to engage in?
2. What kind of behavioral approach might an online learner need to compare different educational sources?
Now check the possible answers:
1. Manage online reviews, write appropriate reviews on social media, give appropriate feedback and reactions to different e-books, or blogs, use non-aggressive language, etc.
2. Flexible, non-aggressive behavior, empathetic reader, and creator of content, focused on mutual respect for social media authors, etc.
SECTION THREE: Functional contexts
Communication happens within a context. Functional contexts are therefore a prerequisite for successful communication. Read (listen to) two typical functional contexts in the role of the Online learner, then check the methodological input in the form of tips for teachers.
FUNCTIONAL CONTEXT 1:
Demonstrating interest in educational sources
Scenario No.1:
“Reading online books, articles, and posts and seeing a lot of news is not pleasant all the time. This is because most of them use an English vocabulary that is difficult to understand. Having appropriate English skills to conduct appropriate online research, to compare different online sources, and to assimilate relevant information is vital nowadays. The ability to read and write in English is crucial because technology has moved towards this international language as the basic communication method.”
FUNCTIONAL CONTEXT 2:
Managing information retrieval
Scenario No.2:
“Not understanding the full content of an e-book or article, or not choosing good online reading sources is mentally exhausting. It makes you feel uncomfortable, lacking the ability to understand information, and somehow limited in enjoying the benefits of the English language. If you know English but do not have adequate reading, comparing, and assimilating skills and the ability to correctly retrieve the information, it becomes a problem at some point. It also happened to me when I failed to understand the logic behind an online story because the sentences were difficult to understand.’’
Methodology tips: how to prepare the learner for the target functional context
- It is best if reading skills are combined with writing skills. So, for example, if you are preparing to read an e-book and leave a review, it is good to see the structure of the review, so you know what to look for in the book.
- For an Online Learner, focusing on those four writing styles: scientific, descriptive, narrative, or persuasive can be a challenge if he/she does not master the grammar and basic technical and vocabulary of the English language. It would be good to have an online/traditional dictionary to check if the meaning of the words is exactly as it should be.
SECTION FOUR: Subtypes
Each basic type of learner typically has different subtypes. Look at the three ‘Online learner’ subtypes presented here.
SUBTYPE A:
GRAMMAR GEEK
One of the common types of adult learners has very good accuracy in communication. However, when it comes to reading and the capacity to compare online sources and practice the appropriate and rapid retrieval of online information, frustration and pressure appear and the ability to correctly inform yourself and inform others becomes difficult.
SUBTYPE B:
SKILLED WRITER
Skilled at writing but with barriers at reading: this subtype of the Online learner can be quite good in most writing situations but may find it difficult to cope with reading contexts (chats, forums, blogs, news, posts, articles, e-books…).
SUBTYPE C:
DIGITAL/DIPLOMATIC ROOKIE
Digital and diplomatic limitations: considering that many of the typical Online Learner’s tasks which imply reading, writing and communication in English can nowadays be completed online, it is important not to neglect the aspect of diplomatic, and digital skills involved.