25 the process of flt student centred approach

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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 ●

19

Motivation: a key element in the learning process –

Definition: particular interest because of the crucial role it plays in the student learning.

Motivation in

can:

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: ●

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. –

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,

Encorauge them to assess themselves and classmates

Help them work cooperatively

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

â—?

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


25.2. Identification of motivations and attitudes towards the English language ●

Identification of motivations

INTRINSIC

● ●

EXTRINSIC

● ● ●

INSTRUMENTAL

● ● ●

INTEGRATIVE

● ● ●

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.


Aspects of motivation in the classroom: how to motivate learners –

Lessons well planned: ●

Simple, fun and interesting,

With lots of changes through communicative practice skills.

Attractive and useful materials

Teacher: creative and flexible

Promote intrinsic motivation ●

Be kind, patient and listen fairly to students.

Positive energy: belief in the students' ability

Never expect a student to fail. Mistakes as a natural part of learning.

Develop a comfortable atmosphere

Students must know what to do, and what for.

Let them participate: ●

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.


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

● ●

Written communication

Literary – education Reflection on the language Social dimension of language

● ● ● ●

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

● ● ●

● ●

Written communic ation

● ●

Literary education

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

Social dimension of language

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 –

Related vocabulary

Printing, cutting and preparing circuits –

Colours, likes, everyday actions...

Work on wordpuzzles and crosswords –

Animal names, question order, prepositions of place...

Colour animals printing the colouring page –

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

Bingo

- Pictionary

Memory / Pairs: with word and picture

Dominoes

24


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


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