This document discusses research on the motivational impact of teachers on language learners. It summarizes several studies that found teacher-related factors were a significant source of demotivation for language students. Studies from the UK, US, Hungary, Israel, Vietnam, and Finland all found that qualities of the teacher, such as their teaching methods, lack of competence, personality, and relationships with students, were the most commonly cited reasons students gave for being demotivated. The document concludes that teachers have a strong influence over whether they motivate or demotivate their students and outlines 10 strategies teachers can use to positively influence learner motivation.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
Differentiating Learning in MathematicsRizaMendoza10
Reported By Ms. Annabelle Garcia in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Detail explanation of pragmatics
Pragmatics is the social use of language
the discourse of pragmatics
speaking with style
how to assess
conversational skills
conversational analysis
Good presentations are:
Emotional
Novel
Memorable
Professor: ... you are judged by the words
you choose and how you use them.
Therefore, you are how you speak...
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
Differentiating Learning in MathematicsRizaMendoza10
Reported By Ms. Annabelle Garcia in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Detail explanation of pragmatics
Pragmatics is the social use of language
the discourse of pragmatics
speaking with style
how to assess
conversational skills
conversational analysis
Good presentations are:
Emotional
Novel
Memorable
Professor: ... you are judged by the words
you choose and how you use them.
Therefore, you are how you speak...
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...Mohammed Mallah
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Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Towards fluency: helping students become better speakers - 1st BRAZ-TESOL TD ...Caltabiano Idiomas
The importance...
Speaking seems intuitively to be the most important skill
(Ur, 1996)
Speaking provides rehearsal opportunities
Important source of feedback for both teachers and students
Opportunity to activate the various sources of elements they have stored in their brains
(Harmer, 2007)
Using learners styles and differences to help students learn more and better ...Caltabiano Idiomas
What is intelligence?
"If something exists, it exists in some amount.If it exists in some amount, then it is capable of being measured.“
- René Descartes
(Principles of Philosophy, 1644)
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What is the use of Lesson Plans?
What is the use of Business Plans?
“The business plan is a strong business tool, especially for the small business owner. It provides you with every detail about your business and allows you to review the hard, clear facts that are needed to make strong and successful business decisions, even if it means starting the business over.”
Source: (www.smallbusiness.chron.com)
Doing it all: why is delegating such a tough task? IATEFL 2014Caltabiano Idiomas
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By the end of this talk, we will have discussed:
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. The motivational
impact of teachers on
language learners
What do studies in the language
teaching field have to say to us?
2. What was your favourite subject at school in your
old school days? Can you explain all the reasons
why?
Describe a teacher you really liked . What qualities
did you admire in him/her? Did this have any impact
on your enjoying/learning the subject?
Describe a teacher you did not like from your
school days. Why didn’t you like him or her? Did this
have an impact on your enjoying or learning the
subject?
Describe the first teacher that comes to your mind
from your old school days. Explain why you
remembered this specific teacher.
3. Can we really positively or
negatively influence our
learners’ motivation to learn
English?
What do you think?
14. What happens in the absence of
motivation?
Even individuals with the most remarkable
abilites cannot accomplish long-term
goals.
15.
16.
17. “…concerns specific external forces that
reduce or diminish the motivational basis
of a behavioral intention or an ongoing
action”.
18. • Examples of studies on L2
learning demotivation around
the world
19. Chamber’s investigation (UK 1993)
191 secondary school students from 4 schools
in the UK learning German.
Focus: learners who “dismantled” L2 lessons.
50% of the pupils loathed language learning.
Some demotivating reasons clearly stemmed
from the the learners’ negative appraisal of
their teacher.
20. Learners’ negative apparaisal of
their language lessons
“The teacher goes on and on without realising they’ve
already lost everybody.”
“Instructions are not clear enough.”
“Activities are uninteresting.”
“The teacher does not explain things sufficiently.”
“The teacher criticizes students in front of everyone
else.”
21. Oxford’s investigation (U.S.A, 1998)
• 250 American high school and university
students studying a foreign language.
• Foreign language learning experiences
over a period of 5 years.
• Demotivation: 4 main causes emerged.
22. Causes of demotivation (Oxford
1998)
The teachers’ personal relationship with the
students (lack of caring, hypercriticism, favouritism)
The teachers’ attitude towards the course or the
material (lack of enthusiasm, sloppy management)
Style conflict between teachers and students
(teaching and learning style conflicts)
The nature of classroom activities (irrelevance,
repetitiveness, overload, uninteresting)
23. Dornyei’s investigation (Hungary,
1998)
• Focused on language learners identified as low-
achievers/demotivated by their teachers.
• Interviewed 50 secondary school pupils in Hungary
studying either French or German as a foreign
language.
• Most comments as to why they did not like learning
the L2 directly concerned the teacher:
24. “The teacher always had her favourites and she
always concentrated on them. I was never one of
them”
“I realised no matter how hard I studied – the teacher
was picking on me or something – I wouldn’t get
anything better than a C or D.”
“If it is raining or cold or windy the classes are never
interesting.”
25. Nikolov’s investigation (Hungary,
2002)
• Interviewed 94 low-achieving young adult
Hungarian language learners.
• A great number of reasons for demotivation related
to the teachers: unenthusiastic, bored and boring,
constantly picked on errors.
• ....“negative classroom experiences must have
strongly influenced interviewees’ motivation…”
• ...“a lot seems to depend on us, the language
teachers”.
26. Inbar et al’s investigation (Israel,
2002)
• Research in Israel with adult learners of arabic.
• Which variables best predict the learners’ motivation
to continue studying arabic?
• Most cited category: the quality of language
instruction, or the quality of the languge learning
experience.
• The teachers’ instructional qualities had a major
motivational impact on their students’ willingness to
persist in learning the L2.
27. Trang’s investigation (Vietnam,
2007)
• Demotivation in English Language Learning.
• Interviewed 100 Vietnamese university students studying
English as L2.
• Teacher-related factors = most frequently cited source of
students demotivation.
• Categories cited: teaching method, teacher behaviour,
teacher competence.
• Corroborates previous studies: the largest source of
demotives relate to the teacher.
• “Teachers were found to have a strong impact on students’
demotivation.”
28. Muhonen’ s investigation
(Finland, 2009)
• Surveyed 91 ninth graders studying English in Finland on the
topic of demotivation.
• The teacher was the primary source of demotivation, being
the most cited demotivating factor. The negative aspects of
the teacher were more thoroughly described than any other
theme.
• The negative aspects of the teacher were divided into three
subthemes: teaching methods, lack of competence and
personality.
• “Undoubtedly, the teacher is a powerful source of
demotivation”.
29. Question: what can we do to try avoid
demotivation in our learners?
Answer ?
30. By taking measures to positively influence
their motivation
By acknowledging that we can
positively influence their motivation
31. Dornyei & Czisér 1998:
motivational strategies study
• Which motivational strategies do language teachers
most widely use with their L2 students?
• Surveyed 200 Hungarian teachers of a foreign
language.
• “Ten Commandments for Motivating L2 Learners” (or
for not demotivating them!)
32. Ten Commandments for Motivating Language Learners
(in descending citation frequency order)
1. Set a personal example with your own behaviour.
2. Create a pleasant, relaxed atmosphere in the classroom.
3. Present the tasks properly (success-oriented).
4. Develop a good relationship with the learners.
5. Increase the learners’ linguistic self-confidence.
6. Make the language classes interesting.
7. Promote learner autonomy.
8. Personalize the learning process.
9. Increase the learners’ goal-orientedness.
10. Familiarize learners with the target language culture.
33. I believe....
Whatever level of motivation our learners
bring to the classroom will be
transformed, for better or worse, by
what happens in that classroom.