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Enquiry based Learning on a feedback puzzle


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my MA presentation on Attribution Theory - download for full version with audio

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Enquiry based Learning on a feedback puzzle

  1. 1. Understanding a network of attributions Edward Russell - the University of Manchester
  2. 2. Puzzle - Why? Why? Why? <ul><li>Why is there so little overt focus on form occurring when learners are given their annotated written work back and why do I have to hassle them to deal with their mechanics, that have been highlighted by me? </li></ul>
  3. 3. Causal attributions for student achievement <ul><li>Effort </li></ul><ul><li>Aptitude </li></ul><ul><li>Mood </li></ul><ul><li>Teacher </li></ul><ul><li>Task </li></ul><ul><li>Luck </li></ul><ul><li>Are the attributions for failure of success - </li></ul><ul><li>controllable? (can we change them?) </li></ul><ul><li>stable / global? (same in all situations all the time?) </li></ul><ul><li>internal/external? </li></ul>Assumptions are that behaviour is observable and intentional
  4. 4. ‘ Insights’ and implications <ul><li>Acquisition v learning </li></ul><ul><li>Teacher / Student Observations </li></ul><ul><li>Motivation vastly complex </li></ul><ul><li>Mind over matter </li></ul><ul><li>Reading I+1 </li></ul><ul><li>Explicit or implicit teaching lang / AT </li></ul><ul><li>Complex network of attributions </li></ul><ul><li>Cultural appropriateness </li></ul>
  5. 5. Acquired Language <ul><li>Evidence / insight </li></ul><ul><li>Communicative competence </li></ul><ul><li>Learners’ former schooling </li></ul><ul><li>Fossilized error </li></ul><ul><li>New context for me </li></ul><ul><li>Implications </li></ul><ul><li>Role of input in classroom – reading </li></ul><ul><li>Explain my own rationale </li></ul><ul><li>Use the monitor at a summative not formative stage </li></ul>
  6. 6. Observing <ul><li>Insight </li></ul><ul><li>My group problem, dealing with them as a group – problematic </li></ul><ul><li>Student observation and bias at work </li></ul><ul><li>Most behaviors unobservable </li></ul><ul><li>Implications </li></ul><ul><li>Communicate and act rather than observe and guess </li></ul>
  7. 7. Dorneyi & Otto's (1998) Process model of motivation – post-actional phase Illustration from Dorneyi 2000 ‘ Baggage’ carried forward into pre-actional phase. Complexity of Motivation
  8. 8. Mind over matter <ul><li>Insight </li></ul><ul><li>Effort is critical, the key </li></ul><ul><li>Hard-work pays off </li></ul><ul><li>Socio-biology </li></ul><ul><li>Eradicate error! </li></ul><ul><li>Implication </li></ul><ul><li>Aptitude </li></ul><ul><li>Cognitive Behavioural Treatment </li></ul><ul><li>Darwinism </li></ul><ul><li>Control Freakishness </li></ul><ul><li>EIL/ELF NS target? </li></ul>
  9. 9. References <ul><li>Allport, G. (1954) The Nature of Prejudice , Reading: Addison-Wesley </li></ul><ul><li>Barkhuizen,G.P (1998) Discovering Learner Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context TESOL Quarterly 32(1) </li></ul><ul><li>Dornyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition New Jersey: LEA </li></ul><ul><li>Dornyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation British Journal of Educational Psychology, 70, 519-538 </li></ul><ul><li>Glover, C Brown, E (2006) Written Feedback for students: too much, too detaile ot too incomprehensible to be effective? BEE-j Volume 7: May 2006 </li></ul><ul><li>Hawkey, R Teacher and learner perceptions of language learning activity </li></ul><ul><li>ELT Journal 60(3) 242:252 </li></ul><ul><li>Krashen, S (1984). Writing Research and Applications Torrane: Laredo </li></ul><ul><li>Lamb (2004) Integrative Motivation in a globalizing world </li></ul><ul><li>Weiner, B. (1985). An Attribution Theory of Achievement Motivation and Emotion Psychological Review 92(4) 540-573 </li></ul><ul><li>Weiner, B (1972). Theories of Motivation: from Mechanism to Cognition Chicago: Markham </li></ul><ul><li>Wolters, C (2003( Regulation of Motivation: Evaluating an </li></ul><ul><li>Underemphasized Aspect of Self-Regulated Learning , Educational Psychologist 38(4), 189–205 </li></ul>