PRACTICE II,
DIDACTICS OF ELT AND PRACTICUM AT PRIMARY SCHOOL LEVEL
PRACTICAL 4
PART 1: Motivation
- Provide
a definition of Motivation citing authors. (Douglas
Brown, Jeremy Harmer, Zoltan Dornyei).
- What
do we understand by extrinsic, intrinsic, instrumental,
integrative motivation?
- Read
about the “Motivation Angel” metaphor by Harmer (2008:99). Explain the
role that affect, achievement, attitude, activities and
agency play in learning.
Harmer defines motivation as some kind of
internal drive which pushed someone to do things in order to achieve something.
The ego enhancement, the need for the self to be known and to be approved by others,
is included by Michael Brown as the prime motivator.
Williams and Burden see motivation as a ‘state
of cognitive arousal which provokes a decision to act; that results on a
sustained intellectual and/or physical effort so that the person can achieve a
previously set goal. They also point out that this motivation’s strength will
depend on how much value the individual places on the outcome he/she wants to
achieve.
Extrinsic motivation: is the result of any number of outside factors that motivates people;
in other words, is the influence by the attitude of other people that makes
students want to study English. These can be:
- The goal: it is the reason or the goal which
students perceive themselves to be learning for.
- The society we live in: outside any classroom
there are attitudes to language learning and the English language in
particular, these attitudes will affect the student’s one and its nature
and strength have a profound effect on the degree of motivation the
student brings to class and whether or not that motivation continues.
- The people around us: students’ attitudes to
language learning will be greatly influenced by the people who are close
to them, especially family members and peers.
- Curiosity: teachers should never underestimate
a student’s natural curiosity; and continue increasing it along time.
Intrinsic motivation: comes from within the individual and it shows better results than the
extrinsic one.
Instrumental
motivation: learners with an
instrumental motivation want to learn a language for the purpose of obtaining
some concrete goals; it could be because they want to get into college or get a
salary bonus, for example.
Integrative
motivation: this kind of learners
wants to learn the language so that they can better understand and get to know
the people who speak that language. They want to become part of a speech
community. And important aspect of this form of language learning is using
language for social interaction.
The Motivation Angel: it is a statue found in
North-East England and it is said that inspires people to achieve some of their
goals.
Teachers have the ability to create motivation
in their students when there is none of it. That is why they should build their
own motivation angel: to produce enthusiasm in order to keep students focused
on their lessons.
It is based on the extrinsic motivation
students bring to class. It should be built in 5 stages:
-
Affect: It has to do with student’s
feelings and teachers take an important role. It is easier for students to stay
motivated if they know the teacher cares about them. The teacher should listen
to them respectfully and intervene in an appropriate and constructive way.
-
Achievement: Success is one of the best sources
of motivation. It is important that the teacher provides his/her students with
materials that require certain effort from part of them, in order to set a
level of challenge, but that could be achieved anyway.
-
Attitude: Teachers should be professional
when teaching; students need to know that teachers have a lot of knowledge on
the topic they are dealing with. When students trust their teachers, they are
likely to remain engaged with what is going on.
-
Activities: Students need activities they
would enjoy and which they can see the point of. That is why teachers must keep
an eye on what they respond well.
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Agency: Teachers must be interested in
things done by the students. They will be able to take some kind of
responsibility if they get an active role in the class.
SUGGESTIONS FROM EXPERTS IN
MOTIVATION: (Spratt, Pulverness and Williams, 2005, Cambridge, the TKT course).
1.
Set
a personal example with your own behavior (be motivated as a teacher yourself).
2.
Create
a relaxed atmosphere in the classroom (i.e. try to prevent anxiety in yourself
or the learners).
3.
Present
tasks in an interesting way which makes the tasks seems achievable to the
learners.
4.
Develop
a good relationship with the learners.
5.
Increase
the learners’ self-confidence about language learning (I.e. help learners feel
they can be good at learning the language).
6.
Make
the language classes interesting.
7. Promote learner’s autonomy.
8.
Personalize
the learning process (i.e. make the course feel relevant to the learners’
lives).
9.
Increase
the learners’ awareness of their goals.
10.
Familiarize
learners with the target language culture.
ACTIVITY: Match the following
classroom activities to the suggestions above).
·
(8) Giving
learners a story about skateboarding because you know many of them like
skateboarding.
·
(10) Encouraging
learners to meet some first language speakers of English.
·
(5) Giving
learners a test which is quite easy for most of them.
·
(2) Asking
learners which of four tapes they would like to listen to in the next lesson.
·
(6) Giving
learners reading texts about working in an English-speaking country.
·
(1) Teaching
with enthusiasm and interest.
·
(3) Presenting
the language to learners in small bits which they are able to learn easily.
·
(8) Talking
to a learner after class about the problems in their last homework, and how
they can make better progress.
·
(9) Encouraging
and praising learners, even weak ones.
·
(7) Making
sure your lessons are varied and well-paced.
·
(4) Your
learners love doing crosswords and you often include them in your lessons.
PART
2: Understanding the CEFR reference
-
Read
and analyze the illustrative scales of descriptors: Which levels could be
reached at primary school/ secondary school levels? Read also the ALTE can do
descriptors.
On one hand, we think that at a
primary school level an A1 could be reached. Students may be able to succeed in
the following general aspects in the first cycle:
- Understand basic instructions,
notices or information or take part in a basic factual conversation on a
predictable topic.
- Complete basic forms, and write
notes including times, dates and places.
Whereas in the second cycle they
should reach an A2 level and be able to succeed in the following general
aspects:
- Express simple opinions or
requirements in a familiar context.
- Understand straightforward
information within a known area, such as on products and signs and simple
textbooks or reports on familiar matters.
- Complete forms and write short
simple letters or postcards related to personal information.
On the other hand, at a secondary
school level a B1 level could be reached in the first three years. That is to
say that those students may be able to succeed in the following general
aspects:
- Express opinions on abstract/cultural
matters in a limited way or offer advice within a known area, and
understand instructions or public announcements.
- Understand routine information
and articles, and the general meaning of non-routine information within a
familiar area.
- Write letters or make notes on
familiar or predictable aspects.
Whereas in the last three years of
secondary school students may be able to get to B2 level and they should be
capable of succeeding in the following general aspects:
- Follow or give a talk on a
familiar topic up a conversation on a fairly wide range of topics.
- Scan texts for relevant
information, and understand detailed instructions or advice.
- Make notes while someone is
talking or writing a letter including non-standard requests.
-
Compare
and contrast them with YLE Cambridge expected outcomes.
The level starters from Cambridge resembles to ALTE’s A1 level. Both kind of
students can, talking about Listening and Speaking abilities, understand the
teacher’s instructions and take part in small conversations about their family
background. As regards Writing and
Reading, they both can understand simple information or instructions and write
simple sentences about the things that surround them.
The level movers from Cambridge resembles to ALTE’s A2 level, as both kind of
students can ask and answer about opinions in a familiar topic using fixed
expressions (Listening and Speaking). Both can also understand straightforward
information within a known area of knowledge but Cambridge also says that
movers have to do it slowly and with some help whereas A2 students do not (Reading).
As regards Writing skills, A2 students seem a bit more independent than movers,
as they can write simple sentences individually and some pieces of writing such
as letters or some composition as ‘My last holidays’, whereas movers can just
write simple sentences with words given and some help.
Finally, the level flyers from Cambridge is between ALTE’s
A2 and B1. Flyers and B1 students can both talk about a problem in simple terms
within a known area (Listening and Speaking). As regards Reading and Writing,
both can understand longer texts within a known area; B1 students can
understand both routine information and the general meaning of non-routine
information. But while flyers are just
starting to write short letters, some bubble dialogues and about how they feel,
B1 students can write full letters and make some notes on predictable matters.
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Using
the textbooks that you brought to class state:
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Title:
Activate! B2 (student’s book)
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Authors:
Elaine Boyd and Mary Stephans
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First published and last edited: 2010
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B2:
Listening and speaking
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ABILITIES
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ACTIVITIES IN THE BOOK
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Overall general ability: CAN follow or give a talk on a
familiar topic or keep up a conversation on a fairly wide range of topics.
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Page 13;
activities 2 and 3
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Social and tourist typical abilities: CAN keep up a conversation on a
fairly wide range of topics, such as personal and professional experiences,
events currently in the news.
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Page 45;
activities 2, 4 and 5
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Work typical abilities: CAN take and pass on most
messages that are likely to require attention during a normal working day.
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Page 57;
activities 4, 5 and 6
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Study typical abilities: CAN give a clear presentation on
a familiar topic, and answer predictable or factual questions.
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Page 37;
activity 4
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B2:
Writing
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ABILITIES
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ACTIVITIES IN THE BOOK
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Overall general ability: CAN make notes while someone is
talking or write a letter including non-standard requests
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Page
105; activity 6.
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Social and tourist typical
abilities: CAN
write to a hotel to ask about the availability of services, for example
facilities for the disabled or the provision of a special diet.
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Page 71;
activity 9
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Work typical abilities: CAN deal with all routine
requests for goods or services
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Page 49;
activity 7
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Study typical abilities: CAN make simple notes that will
be of reasonable use for essay or revision purposes.
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Page
115; activity 9
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B2:
Reading
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ABILITIES
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ACTIVITIES IN THE BOOK
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Overall general ability: CAN scan texts for relevant
information, and understand detailed instructions or advice
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Page 84;
activities 4 and 5
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Social and tourist typical abilities: CAN understand detailed
information, for example a wide range of culinary terms on a restaurant menu,
and terms and abbreviations in accommodation advertisements.
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Page 87;
activity 2
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Work typical abilities: CAN understand most
correspondence, reports and factual product literature he/she is likely to
come across.
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Page 119
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Study typical abilities: CAN scan tests for relevant
information and grasp main point of text
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Page 74;
activities 4 and 5
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