Transcript Слайд 1 - ed

Definition Of Motivation
Motivation:
The act or process of stimulating to
action, providing an incentive or
motive, especially for an act.
Needs underlying the concept of
motivation
Six needs that underlie the construct of motivation have
been identified:
The need for exploration
The need for manipulation
The need for activity
The need for stimulation
The need for knowledge
The need for ego enhancement
Clear Goals: learners should be
aware of the objectives of the task –
both language learning and content.
For example, a guessing game may
have the language learning goal of
practising questions and the content
goal of guessing answers.
Varied Topics and Tasks:
topics and tasks should be selected
carefully to be as interesting as
possible; but few single types can
interest everyone, so there should
be a wide range of different ones
over time.
Visuals: it’s important for learners
to have something to look at that is
eye-catching and relevant to the task
in hand.
Tension and Challenge: games:
game-like activities provide pleasurable
tension and challenge through the
process of attaining some ‘fun’ goal
while limited by rules. The introduction
of such rules (an arbitrary time limit for
example) can add spice to almost any
goal-oriented task.
Entertainment
Play Acting
Information Gap
Personalization
Open-ended Cues
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Entertainment: entertainment produces enjoyment which
in its turn adds motivation. Entertainment can be teacherproduced (jokes, stories, perhaps songs, dramatic
presentation) or recorded (movies, video clips, television
documentaries).
Play Acting: role play and simulations that use the
imagination and take learners out of themselves can be
excellent; though some people are inhibited and may find
such activities intimidating at first.
Personalization: learners are more likely to be interested
in tasks that have to do with them themselves: their own or
each other’s opinions, tastes, experiences, suggestions.
Open-ended Cues: a cue which invites a number of
possible responses is usually much more stimulating than
one with only one right answer: participants’ contributions
are unpredictable and are more likely to be interesting,
original or humorous.
a.
b.
c.
d.
e.
f.
g.
• Positive task orientation
• Ego-involvement
• Need for achievement
• High aspirations
• Goal orientation
• Perseverance
• Tolerance of ambiguity
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a. Positive task orientation: The learner is willing to tackle
tasks and challenges, and has confidence in his/her success.
b. Ego-involvement: The learner finds it important to succeed
in learning in order to maintain and to promote his/her own
(positive) self-image.
c. Need for achievement: The learner has a need to achieve, to
overcome difficulties and succeed in what s/he intends to do.
d. High aspirations: The learner is ambitious, goes for
demanding challenges, high proficiency, top grades.
e. Goal orientation: The learner is very aware of the goals of
learning, or of specific learning activities, and directs his/her
efforts towards achieving them.
f. Perseverance: The learner constantly spends much effort in
learning, and is not discouraged by obstacles or apparent lack of
progress.
g. Tolerance of ambiguity: The learner is not disturbed or
frustrated by situations involving a temporary lack of
understanding or confusion; s/he can live with these patiently, in
confidence that understanding will come later.
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1. Use behavioral techniques to help students exert themselves
and work toward remote goals.
2. Make sure that students know what they are to do, how to
proceed, and how to determine when they have achieved goals.
3. Do everything possible to satisfy deficiency needs physiological, safety, belongingness, and esteem.
a. Accommodate the instructional program to the physiological
needs of your students.
b. Make your room physically and psychologically safe.
c. Show your students that you take an interest in them and that
they belong in your classroom.
d. Arrange learning experiences so that all students can gain at
least a degree of esteem.
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4. Enhance the attractions and minimize the dangers of growth
choices.
5. Direct learning experiences toward feelings of success in an
effort to encourage an orientation toward achievement, a positive
self-concept, and a strong sense of self-efficacy.
a. Make use of objectives that are challenging but attainable and,
when appropriate, that involve student input.
b. Provide knowledge of results by emphasizing the positive.
6. Try to encourage the development of need achievement, selfconfidence, and self-direction in students who need these
qualities.
a. Use achievement-motivation training techniques.
b. Use cooperative-learning methods.
7. Try to make learning interesting by emphasizing activity,
investigation, adventure, social interaction, and usefulness
Wow, way to go!
Great job!
Outstanding!
Excellent!
Well done!
Cool!
Classy!
Far out!
Bravo! Super!
Super!
Neat!
Nice work!
Dynamite!
Magnificent!
All…right!
Terrific choice!
You’re on target!
Grand!
POSSIBLE
TASKS
panda
monkey
zebra
giraffe
tiger
lion
camel
Ostrich
Task 4.1:
Communication technology. How many ways can you think of to
get news to other places? Work in a small group, look at the
picture and brainstorm your ideas.
letter
newspaper
Getting
the news
Task 4.2:
film
The words you know. What wards do you know that connect with
each idea from exercise 4.1? Make a word map around your ideas.
envelope
stamp
Letter
post
address
Task 3:
Look at the diagram of the human brain.
Logical left
Words
Number
Logic
Sequence
Analysis
Creative right
Music
Colour
Space
Images
Dreams
Read about the brain and complete the gaps in the text with the relative
clauses a—f.
a ... which is responsible for music and colour...
d ... who watch children's
development... b ... who have studied babies' brains ... e ... which is responsible for
number and logic …. c ... which has two hemispheres or parts ... f ... who talk to
boys and girls in different ways
Some scientists , who have studied babies’ brains, say they have found differences
between boys and girls. They say the brain, …, develops differently in boys and
girls. They say the left side of the brain, …, develops earlier in girls. The right side
of the brain, …, develops earlier in boys. Other scientists, …, say that children learn
these differences from other people. They say that adults, …, 'teach' children to be
different.
Task 2:
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2
3
4
Questionnaire
PART
I: Memory
What things do you find it easy to remember? What things do
you find it difficult to remember?
What helps you to remember, do you think?
(Tick the techniques you have tried.)
I study for a short time every day. I look back at my work every few
days. I try to remember every evening all the things I learned that day.
Something else:
Which techniques have you tried to help you
remember words?
(You can tick more than one.)
I make notes. I record the words on a cassette. I put the new words
into a story or song. I make a picture with all the new words. I tell
someone else about the things I've learned.
I write words/ sentences
on pieces of paper and stick them on the wall. I say words to myself
while I am waiting somewhere.
Something else:
Do the techniques you have tried work well?
Always. Usually,
Sometimes.
Almost never.
Why?
PART
2: Reading
1 Do you like reading in English?
Yes, a lot.
I it's OK. No, I don't like it Why?
2 When you read something in English, do you:
read the titles first and think about them? look at the pictures first?
read every word? read the first sentence of each paragraph and then
read the whole text?
do something else?
5 While you are reading in English, do you:
look up all the new words in a dictionary immediately?
write down all
the new words and look them up later?
guess some of them and write
down the others?
ignore the words you
don't understand? do
something else?
4 When you have finished reading something in English, do you:
write down all the new words in a Vocabulary Record? read it again to
check your understanding?
ask yourself questions about the text? ~
read it again as fast as you can just for fun? do something else?
1. www.college.cengage.com
2. www.speechmastery.com
3.www.teachinggandlearningtameside.net
4. www.docstoc.com
5. English Communication: fourth year university
students/ compiled by ANNAMARIE. – K.,
2004.
6. Cambridge English For School: student's book
three/Cambridge 2000