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lll 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 that adult are living in is called adulthood. “This period is a period of growth, change, adaptation and expansion.” In this condition, we can find the achievement motive which consists of the drive to work, to earn money, to own property and to maintain and gain status. The expansion motive consists of the increase of awareness of one’s self and the environment. The affiliation motive consists of the human need to interact with others. And the security motive consists of the feelings of safety, love, respect and self-confidence. The last condition is the adult learning ability. In this condition, the level of participation in adult education shows that the adults continue learning throughout life. Adult learning takes time, effort, application, practice, questioning, discussion and evaluation. As long as adults are motivated to learn and that they aren’t afraid, they can learn anything. The three types of general teaching methods that I have chosen are games, presentations and discovery. Why did I choose these types of teaching? Well, first of all, the game method really interests me because I think that learning and having fun are two things that go well together. To use to the game method, the teacher has to invent his own game or adapt an existing game to the needs of the class. The object of the game method is not what we want the learners to know but what they experience. To adapt a game by using situations is much more effective. The educator has to construct the rules, initiate the game and monitor it. I like this method because I think that games are good to help the adults communicate, cooperate, transfer skills they have already acquire and motivate them to learn the language without knowing they are doing so. And also, it allows interaction between the teacher and the student. With this method, the learners can bond with the teacher more easily. The second teaching method that I find interesting is the presentation method. The presentation is a classic in teaching. This way of learning is teacher-centred method. This method consists in teaching concepts and information. The strategies used are often lectures, lecture-demonstration, visual aids, guest, expert, etc. This method is very efficient in giving information to people and it’s a good way of establishing interest. I like this method because it gives you the opportunity to give information to the learners. It allows the teacher to transfer his knowledge to other people. Also, it allows the learners to understand better and by taking notes, they can review everything at home. The third teaching method that I find good is the discovery method. This method allows the learners to find what they already know. It can be used in games, experiments or other process activities. The discovery method is usually used after a presentation in a discussion. Discussion is an important component of a discovery-learning situation, as mentioned in the text. The teacher often asks the learners to discuss in groups what they’ve learned. I like this method because when discussing in groups, other members of the group can learn more from their classmates. This method allows the teacher as well as the learners to transfer their knowledge, so it’s not only a teacher-centred method. It’s a good way of letting the learners say what they think. The communicative approach was developed by the distinction that Chomsky made between “competence” and “performance”. This approach is based on communicative functions. These functions consist of leave/taking, instructing/directing others, expressing dissatisfaction, declining an offer or invitation. The teacher must do activities that are situationalized because the meaning is most complete when the activity is as real as possible. The competencies do not include only grammatical appropriateness but also body language, facial expression, voice tone and register. The main emphasis is placed on using authentic materials that are relevant to the students. By doing so, the students become aware of what they want to communicate. The teacher is like a help resource. Communicative games, roleplaying, etc. are activities that can be done in this approach and that are very important. This approach is learner-centred. The goal of this approach is to bring the students to a level of communication that will give them the competencies to function in the real world. On the other hand, the silent way approach revolves on removing the teacher from the centre of the language activity and putting the learners there instead. The students are required to do the work, the teacher is only they’re to give instructions and a little bit of oral support. Also in this approach, communication takes a great place. Colours are used to demonstrate visually grammatical relationships and special phonic and words charts, drawings, gestures are used to indicate appropriate responses or activities to the students. This approach uses individual and teamwork. The main goal of this approach is to make the learners fell secure in the class. They are not criticised for wrong answers teacher, he’s there to correct language by making verbal and non-verbal responses. They learn by themselves. They can talk freely in dealing with language items, and are responsible for 90% of the oral in the class. The learners develop a sense of teamwork as well as a commitment to learning. Metacognitive learning strategy “is a term used in information–processing theory to indicate an executive function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed”. This kind of learning is for example self-learning, meaning that the learner is kind of left alone in his learning. The learner must all think or monitor his own comprehension. He must understand the purpose of reading a selection, consider how new info relates to what is already known, evaluate reading material to see if complete and consistent. He must use fix-up strategies when not comprehending, determine the important and not important information in the material and decide how well the material has been comprehended. An activity that uses this learning strategy is a self-monitoring for assessing reading comprehension. In this activity, the student should learn to recognise what parts of reading may cause them difficulties and what to do when it happens. Cognitive learning strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself”. These kinds of strategies are thinking strategies as well as learning strategies. With these strategies, the learner can rehearse with flashcards, organise with a graphic organiser and elaborate with personal 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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