25 The process of FLT: studentcentred approach. Motivations and attitudes The process of FL teaching and learning, student centred approach: basis and applications ● Identification of motivations and attitudes towads the English language ● Practical applications ●
HEZIBERRI 2020 and Annex II POZUELO, L. (1985): Didáctica para la clase de idioma. Narcea. Madrid ROSALES, C. (1984): Didáctica de la comunicación verbal, Narcea. Madrid.
Introduction ●
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Motivation: a key element in the learning process –
Definition: particular interest because of the crucial role it plays in the student learning.
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Motivation in
can:
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education affects behaviour towards subject matter. It
Direct behaviour toward goals
Lead to increase effort and energy
Enhance cognitive processing
Increase initiation of and persistence in activities
Determine what consequences are reinforcing
Lead to improved performance
Two kinds of motivation: ●
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Intrinsic: internal motivation, because of pleasure, its importance or moral significance. Extrinsic: external factors to induce the student (usually, good grades, money...)
25.1. The process of FLT and FLL, student centred approach: basis and applications ●
Humanistic point of view: learners must always be involved (from planning to testing) in the process. –
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Effect: learners motivation and responsibility
Student-centred approach: not free hand, but helping them to
discover their learning styles, motivation and to acquire effective studying skills. –
Help them set achievable goals,
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Encorauge them to assess themselves and classmates
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Help them work cooperatively
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Ensure they know how to exploit all available resources for learning Contents for Integration situations
Learner has a full responsibility of her/his learning Involvement and participation are necessary
Principles of student-centred learning
Equality based relationships for growth and development
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Teacher: facilitator and resource person Experiences influence the learning process Learner sees himself differently as the result of the process
Activities include all three type of contents. They can be:
Diaries Portfolios (goals and tasks reflection) Projects Discussions Communicative tasks
Adapted to learners' characteristics and background
FLL is included in the social learning experiences: communication as a mean.
From individual writing activities to group work expositions, theatrical interpretations, dance, musical, artistic works...
25.1.1. Student-centred approach and PBL ●
PBL. Definition: instructional method that challenges students to “learn to learn”, working cooperatively to seek solutions to real world problems. Traditional methods
PBL
students retain minimal information and works upon prior knowledge, within the have trouble transferring knowledge to new real-world context, reinforcing the experiences. knowledge through independent and small group work.
Aim: prepare students to think critically and analytically. Student-centred
Teacher role change
Small groups Students responsible of own learning
Students active role: need to take decisions and seek for resources
Collaboration fostered Self directed learning
Cross- competence: Learning to learn and to think
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25.2. Identification of motivations and attitudes towards the English language ●
Identification of motivations
INTRINSIC
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EXTRINSIC
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INSTRUMENTAL
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INTEGRATIVE
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Attention and curiosity When the matter is challenging, interesting and rewarding, so the learners get satisfaction from learning. They demand more effort and need for deep understanding Minimal effort to get the maximum reward Woek in order to get a grade or a reward; or avoid penalty Need of feedback Similar to extrinsic Study in order to USE the language: pass an exam Less likely to happen when there is no environment to use the language Want to know more about the FL culture and community. Social interaction and sociocultural aspects are necessary Related to Heziberri OBJ 5.
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Aspects of motivation in the classroom: how to motivate learners –
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Lessons well planned: ●
Simple, fun and interesting,
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With lots of changes through communicative practice skills.
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Attractive and useful materials
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Teacher: creative and flexible
Promote intrinsic motivation ●
Be kind, patient and listen fairly to students.
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Positive energy: belief in the students' ability
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Never expect a student to fail. Mistakes as a natural part of learning.
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Develop a comfortable atmosphere
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Students must know what to do, and what for.
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Let them participate: ●
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Establish communication bridges for participation Let students give opinions about English language lessons, materials... and get them involved in decisions concerning their learning processes. Let them play experts role sometimes: hobbies, abilities...
Motivation can not be constant.
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Attitudes It is necessary to awake in our pupils a positive attitude towards language study.
Contents related to attitudes in Heziberri Curriculum guidelines (annex II): 1st cycle: Common contents Oral communicat ion
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Written communication
Literary – education Reflection on the language Social dimension of language
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Respect to the human rights and social conventions Active, cooperating and respectful participation in shared learning situations Interest in orally expressing and communicating in the FL Interest in proper pronunciation, taking care rhythm and intonation Interest in caring and presenting written texts. Appreciation of the literary text as a source of pleasure. Participation in literary activities in the classroom and the school Interest in using the FL in diverse situations Initiation of awareness of achievement and found difficulties during learning FL Interest in getting information about people and culture from English speaking countries Appreciation of the FL and other languages as a mean for communication and access to new information through ICT
2nd cycle
Common contents Oral communic ation
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Written communic ation
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Literary education
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Collaboration and cooperation in the group during learning tasks Respect to the human right and social conventions Active, cooperating and respectful cooperation in shared learning situations Interest in orally expressing and communicating in the FL. Interest in proper pronunciation Interest in informing, communicating and learning through written texts Appreciation of the importance of revising own text for improving production. Appreciation of error as part of the learning process Interest in caring and presenting written texts. Appreciation of the literary text as a source of pleasure, for getting closer to cultural, linguistic and personal enrichment. Active participation in literary activities in the classroom, in the school and surroundings.
Reflection on the language
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Social dimension of language
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Interés por utilizar la lengua extranjera de forma correcta en situaciones variadas de progresiva extensión atendiendo a la corrección y adecuación de las expresiones a la situación comunicativa. Awareness of achievements and found difficulties in the FL learning procees. Appreciation, interest and respect towards the multilingual and multicultural reality in our environment, considering the linguistic anc cultural diversity as wealth. Interest in knowing the culture and customs of some of the English speaking countries Appreciation of the foreign language as a mean for communication and learning, and also as a tool for accessing diverse information sources through ICT. Recognizing and valuing the personal wealth of being plurilingual
25.3. Practical application 25.3.1. Usage of ICT in the ESL classroom Check sources before using: operative, content... Example: ●
Learn animal sound and animal identification –
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Related vocabulary
Printing, cutting and preparing circuits –
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Colours, likes, everyday actions...
Work on wordpuzzles and crosswords –
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Animal names, question order, prepositions of place...
Colour animals printing the colouring page –
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FUN FARM SOUNDS website
Directions, orders...
Other: filling in forms, describing pictures, explaining why you would visit a farm, telling about a similar experience...
25.3.2. Flashcards Question order Motivation and interest
Create situations and role plays
Structures are contextualized (flashcards) ●
Flashcards also useful for grammar: words instead of pictures
ADVANTAGES OF USING PICTURES / Flashcards
Vocabulary easily studied (flashcards)
Prepositions And pronouns
Pronunciation of minimal pairs contextualized
Games for introducing, revising and practising vocab –
Alphabet Soup
- True /False
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Bingo
- Pictionary
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Memory / Pairs: with word and picture
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Dominoes
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Conclusion â—?
Student centred vs Teacher centred
Teacher plays a peripheral role Students allowed to some control
Focus on methods, activities and techniques
Activities encourage creativity
Teacher decides what to be learned, tested and how to run the lessons
Group work fostered
Teacher usually giving instruction
Individual stules and needs taken into account
Teacher decides the goal for the class, based in outside criteria
Intrinsically motivating