The classifications of age levels are still arguable.

Here, teenagers we refer to are those

who are between twelve and eighteen or so Teenagers are an age of transition; between
childhood and adult (Nunan, 1995: 92). Therefore, some assumptions about teaching children
and teaching adult, to some extent, may work for this group.
The teaching of abstract concepts such as grammatical concepts and meanings can be
introduced for teenagers. Children may need only the concrete examples or contexts whereas
teenagers may demand to know the rules and the meanings of the language learned. GTM
can be used for this group. Logical thinking can be used to help for a complex problem in
language learning. But, it is important to note that introducing the grammatical rules does not
mean the goal of the language learning. Language competence or skills of language still
should be the goals of the target language learning. Grammar mastery should be the basis for
the language skills: listening, speaking, reading and writing.
Teenagers, unlike children, have more increasing capacities for abstract concepts as a
result of their intellectual maturation. Teenagers are more ready to learn the target language
with the absence of physical objects, since they are already ready for handling abstract rules
and concepts. But, teenagers may feel uncomfortable and shy to follow instructions in a
language class since they may already bring their egos into the classroom and the fragility of
egos when doing physical responses. This may be critical for older students. Older students
may think that their language teacher treats them like children when s/he gives commands to
them to be followed by physical movement, for example. Community language learning may
also be used for this group. The psychological counseling techniques seem to be needed in
teaching teenagers since they are in a transition from childhood to adulthood. Other methods
such as the Natural Method and Communicative Method can also be applied. In short,
teachers, need to consider the characteristics of this group to choosing the right method and
techniques for teaching. Materials should be designed at the students level, with topics that
they can react to. Teenagers must be encouraged to respond to texts and situations with their
own thoughts and experiences, rather than just by answering questions and doing abstract
learning activities. Teachers must give them tasks which they are able to do, rather than risk
humiliating them.
Teachers should be able to provoke intellectual activity by helping them to be aware of
contrasting ideas and concepts which they can resolve by themselves though still with
teachers guidance.
Children vs. Teenagers Children learn through concrete examples; teenagers learn through
abstract concept. Teenagers are developing the intellectual ability to understand rules.
Children are more imaginative than teenagers Materials for children should be fun and
natural; for teenagers, the materials should enable them to use their intellectual ability and
experiences to problem analysis and problem solving Children are more self-centered;
teenagers are more interdependent.
Children vs. Teenagers (cant) Teaching children should start from what they already know;
teenagers can start from a really novel thing.