Downloaded 36 times
Uploaded byOmar Noursi
Enhancing Students larning and negative attitudes
Here are the steps in sequence to change negative attitudes to more positive attitudes: 1. Recognize the bad attitudes and say the feelings you have with them (categorize the feeling). 2. Identify the situations that are associated with the attitude or feeling. 3. Decide what you were saying to yourself when you had the negative feeling in the situation. 4. Decide more useful, functional things that you could say about the situation. 5. Ask yourself "What can I do about it?".
More Related Content
Similar to Enhancing Students larning and negative attitudes
![Awarm thank You_IAT TEC_OmarALNoursi[3]](https://cdn.slidesharecdn.com/ss_thumbnails/6067d1d1-1ef1-47a7-ac56-88953a507aa2-160603064627-thumbnail.jpg?width=640&height=640&fit=bounds)
Enhancing Students larning and negative attitudes
- 1. Honey catches moreflies than vinegar. Omar Al Noursi Institute of Applied Technology The 17th TESOL Arabia Conference 10-12- March 2011
- 2. “Attitude is alittle thing that makes a big difference.” ” Winston Churchill
- 3. outlines What is anattitude How can it affect behavior How does it influence learning How does it influence learning a foreign language How have we tackled attitude What strategies can teacher use to foster positive attitude
- 4. ICEBERG SEA LEVEL BEHAVIOR VALUES – STANDARDS– JUDGMENTS ATTITUDE MOTIVES – ETHICS - BELIEFS KNOWN TO OTHERS UNKNOWN TO OTHERS 90 % 10 %
- 5. What is anattitude? Likert (1932): "an inference, which is made on the basis of a complex of beliefs about the attitude object". Gardner (1980, p.267) "the sum total of a man's instinctions and feelings, prejudice or bias, preconceived notions, fears, threats, and convictions about any specified topic". Ajzan (1988, p.4) “a disposition to respond favorably or unfavorably to an object, person, institution, or event”. Baker (1992, p.10) “a hypothetical construct used to explain the direction and persistence of human behavior”. Eagly and Chaiken, 1993, p.1) "A psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor".
- 6. Attitude in 2nd LanguageLearning Ellis (2000) mentions that positive attitudes towards the L2 and its speakers can be expected to enhance learning while negative attitudes impede it Shah (1999) studied certain characteristics of low- achievers, and found that lack of a positive attitude contributed to the students’ low achievement. Brown (2000,p.181) “positive attitudes towards the self, the native language group, and the target language group enhanced proficiency”.
- 7.
- 8. How does apositive attitude influence English learning?
- 9. How does anegative attitude influence English learning?
- 10. The genesis ofattitudes Some of the main influences on attitude formation are: teacher (it depends on the teacher) friends/peer group Parents: education, attitude, age teaching method (it is fun) the language itself (I like how it sounds) Textbook Culture
- 11. Attitudes towards LearningEnglish: What research says Musa (1985) the United Arab Emirates /357 secondary male students: “ they like learning English because of its significance as a global means of communication, because it also enables them to pursue their higher studies, and because it helps them to keep in contact with a high-status foreign culture Al Bassam (1987) -Saudi high school students, in particular in the Holy City of Mekka.- results indicated that the achievement in English significantly correlated with the students’ attitude, motivation and satisfaction with the curriculum. •In the Yemeni Arabic EFL context, Al-Quyadi (2002) •Suliman (2006) ithe UAE state secondary school •Shuib and Al Tamimim (2009) in Yemen •In the European context, Lasagarbaster (2007) •(Benson, 1991 in Japan •In the Turkish EFL context, Karahan (2007
- 12. Attitudes towards Teachers Whatresearch says Mallalah’ that Kuwaiti students had favorable attitudes toward native speakers of English teachers. Kuwaiti students liked native speakers of English and saw them as honest, hard workers, efficient, well mannered, intelligent, friendly, polite, clean, educated, cheerful, democratic, kind, progressive in science and humorous. Al Noursi (2009) the results indicate that students generally have positive thoughts and emotions towards learning English language and that there was no statistically significant difference between the students’ attitudes of the group that were taught by NESTs and the attitudes of the group that were taught by NNESTs due to the native-ship of the teacher The Lasagarbaster’s (2007) divulged that foreign language has been mainly valued neither positively nor negatively, but attitudes were neutral in most cases (63.5%).
- 13. Mahboob's (2001) qualitativestudy explores the perceptions of 32 English students at a U.S. university. Essay statements were categorized and revealed that students perceived distinct strengths and weaknesses of NS and NNS teachers, and did not express a clear overall preference. Hertel, et al (2009) investigated students’ attitude toward native and non-native speaking instructors of Spanish. Results indicate that students perceive native speaking instructors to possess advantages over nonnative speaking instructors with regard to pronunciation and culture, but not with regard to the teaching of grammar or vocabulary. Proficiency level and the native language of a participant's current instructor also influenced opinions.
- 14. Common learners’ attitudesin the classroom
- 15. How have wetackled learners’ attitudes?
- 16. NEGATIVENEGATIVE ATTITUDESATTITUDES TOWARDS THETOWARDS THE ENGLISHCLASSENGLISH CLASS Internal factors External factors Teacher’s role learninglearning rythmrythm motivationmotivation pressure Teaching method family friends LearningLearning stylesstyles LearningLearning preferencespreferences English Learning is hindered
- 17. What effective teachers do….. discovernew strategies to deal with learners’ negative attitudes and generate a positive engagement with the English class.
- 18. How can teachers promote positive attitudesin the EFL/ESL classes?
- 19. Building a rapportwith learners 1. Remember that your everyday classroom behavior is important.’ 2. Acknowledge the importance of immediacy in your classroom behavior. 3. Provide to all students, regardless of their performance, enough time to answer questions.
- 20. 4. Communicate expectanciesfor success for all students. 5. Address the issue of lack of interest due to past failures in the foreign language. 6. Be extremely careful in providing praise. ContCont….….Building a rapport with learnersBuilding a rapport with learners
- 21. Fostering a PositivePsychological Classroom Atmosphere Error correction Classroom rules: 3 Fs Incorporate collaborative work Student-to- student interaction Touch the 3Hs
- 22. Fostering a PositivePhysical Classroom Atmosphere 1. Pay attention to seating arrangement. 2. Make effective use of bulletin boards and display areas. 3. Posters, maps, newspaper clippings, can be used in order to provide a stimulus for classroom discussion. 4. Classroom procedures and rules are necessary for effective classroom organization. 5. Bring to the classroom a number of authentic materials, so that students can view and borrow them.
- 23. Integrating Technology intoEFL teachers’ instructions 1. online resources 2. blogging 3. online assessment 4. interactive activities 5. class website 6. electronic forum
- 24. Improving teachers’ attitudes towards 1.Students 2. Target Language 3. affiliation 4. textbooks 5. hosting culture 6. colleagues
- 25.
- 26.
- 27. Steps to effectivelyhandle learners’ negative attitudes Display a cheerful, optimistic and enthusiastic attitude towards the class, the students and the lesson activities as teachers attitudes are replicated by learners. Identify the specific student’s emotional situation. Approach the student without previous judgments. Wait for the student’s response (whether he/she wants to talk about his situation or reserve it. Listen and orient the student but avoiding only becoming into his therapist. Try to get the student involved in the class by telling him/her that being in the class can help him/her to forget about any complex emotional situation. If the situation is critical, invite the student to write or draw on a piece of paper all the negative things he/she is feeling and thinking of. Then, the student burns the paper as a symbol of destroying all the negative factors that are affecting him negatively. This exercise leads learners to reflect upon themselves. Try to get parents and children closer maybe through a talk.
- 28. What things youneed to do to change negative attitudes to more positive attitudes? Sequence the steps you should follow to make your attitudes more positive: (1) recognize the bad attitudes and say the feelings you have with them (categorize the feeling), (2) ask yourself "What can I do about it?" (3) identify the situations that are associated with the attitude or feeling (4) decide what you were saying to yourself when you had the negative feeling in the situation, (5) decide more useful, functional things that you could say about the situation.
Editor's Notes
- #7 Most members of the language teaching profession realize that their students’ learning potential increases when attitudes are positive and motivation runs high. It has been noted that individual difference variables, such as attitude and motivation, are important in learning a second language (L2). Brown then added that teachers of English as a Foreign Language (EFL) should recognize that all students possess positive and negative attitudes in varying degrees, and that the negative ones can be changed by thoughtful instructional methods, such as using materials and activities that help students achieve an “understanding and appreciation of the foreign culture”.
- #8 All in all, a better understanding of students' attitudes may assist ESL/EFL curriculum and instruction designers to devise language teaching programs that generate the attitudes and motivation most conducive to the production of more successful ESL/EFL learners (Gardner & Lambert, 1972; Midraj, 1998, 2003). Additionally, it can help material writers create and teachers select activities and tasks that tap students' motivation and attitudes (Midraj et al., 2008).
- #9 A primary cause is believed to be related to the learners’ attitudes. This is because an ESL/EFL learner's performance in language learning is affected by his/her attitudes towards learning the language and the schoolteachers whose behaviors influence the learners’ attitudes in their classrooms. The relation between motivation and attitudes has been considered a prime concern in language learning research. Gardner and Lambert (1972, p.3) state “his [the learner] motivation to learn is thought to be determined by his attitudes towards the other group in particular and by his orientation towards the learning task itself”. In addition, Lifrieri (2005, p.14) asserts “attitudes are necessary but insufficient indirect conditions for linguistic attainment. Only when paired up with motivation proper do attitudinal tendencies relate to the levels of student engagement in language learning, and to attainment”.
- #10 Attitude can be defined as a set of beliefs developed in a due course of time in a given socio- cultural setting. Although it necessarily so not determine behaviour but can have some impact on it. It is studied that positive attitude facilitates learning. If the learner is reluctant to learn or he/she does not have a positive attitude, he/she does not produce any result. Language learning is effected by the attitude and motivation. Motivated, demotivated and a motivated students have different perceptions of their class, teacher and curriculum. Their perceptions are responsible to for their attitudes.An individual’s perception of the class, perception of the teacher, peer group,syllabus and his/her awareness for future needs effect hi/her attitude to language learning.
- #12 The results showed that the dominant attitude is one of favorability towards learning English. There is a definite degree of positiveness towards learning English in Kuwait. Learning English is seen as useful, enjoyable, likable and important for them. Students agreed strongly on statements that support the learning of English, such as ‘learning English is useful for me’, ‘I would like to learn English as much as possible’’, ’learning English is an important part of my education’,’ I love learning English and I enjoy learning English’. Another interesting result is that the dominant attitudes are in favor of the English language.
- #13 Teacher’s Attitude Teachers’ attitude plays an important role in the present context. In the professional courses, the teachers’ have changed their role from being the controller of the class to the facilitator. They accept students mistakes in the language use as a necessary part of the language learning. They help and motivate students use more and more language in their daily life. Learners learning outcomes are influenced by the interpretation of teachers’ interpersonal behaviour. If they believe that the teacher is associated with them and their learning outcome, the teacher empathize with them, understands their problems, they react positively and this factor contributes to their motivation level in the classroom.
- #14 Student’s Attitude towards Teachers They want a teacher who can motivate them to speak more and more in the classroom and teach them how to use language outside the classroom. They want their teacher to be good at English and capable of correcting their mistakes without hurting their ego or without accusing them of not having knowledge of English. They want their teacher to create an informal environment in the class where they can learn with fun.
- #16 Student’s Attitude towards Teachers They want a teacher who can motivate them to speak more and more in the classroom and teach them how to use language outside the classroom. They want their teacher to be good at English and capable of correcting their mistakes without hurting their ego or without accusing them of not having knowledge of English. They want their teacher to create an informal environment in the class where they can learn with fun.