虽然这些困难往往更明显地出现在教室涉及年轻的学生，成人学习者可能会受益更多的任务型教学。在一般情况下，成人学习者表现出鲜明的特点，使他们远离年轻的学习者，这些学习特点，使任务型教学方法更合理和合适的成人学习者。Knowles（1990）发达的成人学习是基于以下假设：（1）成人教育学理论的成人需要知道他们为什么要学习的东西，（2）的成年人需要学习的经验，（3）人的生活为中心的（任务或问题为中心）在他们的学习的方向，（4）的成年人成为学习的准备时，他们的生活情况，创建一个需要学习，（5）的成年人有自我概念是对自己的决定负责，和（6）成人学习动机的内部因素而不是外部的。根据这些假设，成人学习者比年轻的学习者更积极，更渴望学习，比年轻的学习者有更清晰的目标和需要，因为他们经常需要学习语言，因为它是必需的，并掌握自己的学习。他们也面向解决问题的学习，他们学习最好的知识时，在现实生活中的背景下。显然，建构主义教学的教学方法和教育分享许多共同的方面，它们都强调学习过程中的学习者的所有权，体验式学习，学习解决问题的方法（黄，2002）。因此，任务型教学法可以被看作是一个理想的比赛，成人学习者一般不太可能提出上述关注的教师表示。
新西兰电子商务essay代写:成人学习者
While these difficulties tend to arise more conspicuously in classrooms involving younger students, adult learners may benefit more from task-based instruction. In general, adult learners demonstrate distinctive characteristics that set them apart from younger learners, and some of these learning characteristics make task-based approach more plausible and appropriate for adult learners. Knowles (1990) developed adult learning theory of Andragogy based on the following assumptions: (1) Adults need to know why they need to learn something, (2) Adults need to learn experientially, (3) Adults are life-centered (or task- or problem-centered) in their orientation to learning, (4) Adults become ready to learn when their life situation create a need to learn, (5) Adults have a self-concept of being responsible for their own decisions, and (6) Adults are motivated to learn by internal factors rather than external ones. According to these assumptions, adult learners are more motivated and more eager to learn than younger learners, have clearer goals and needs than younger learners who often might be learning a language only because it is required, and take control of their own learning. They are also oriented towards problem-solving learning and they learn best when knowledge is presented in real-life context. Obviously, constructivist task-based instructional approach and Andragogy share many aspects in common as they both emphasize ownership of the learning process by learners, experiential learning and a problem-solving approach to learning (Huang, 2002). Therefore, task-based approach can be seen as an ideal match for adult learners who in general are less likely to pose above mentioned concerns voiced by teachers.
