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PABLO
INVESTIGATION PROJECT
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Aknowledgements:
First of all we want to thank our teachers during the whole process of
us becoming teachers, for their help, patience, motivation and
inspiration. We also thank Mr. Larsen, the director and author of this
diploma, for providing us with the necessary tools for becoming
exemplary teachers. For inspiring us to motivate our students and
make a serious class an entertained but yet fillfull class.
Finally, we thank our parents for supporting us during all this time.
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INDEX
INTRODUCTION 4
CHAPTER ONE 5
PROBLEM IDENTIFICATION AND SOLUTION PLAN`S BOUNDARIES
CHAPTER TWO 7
FRAMEWORK
CHAPTER THREE 18
HIPOTHESIS AND VARIABLES
CHAPTER FOUR 21
METHODS AND TECHNIQUES
CHAPRTER FIVE 25
PROPOSAL
CHAPTER SIX 26
CONCLUSIONS
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INTRODUCTION
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MOTIVATION AS A KEY TO SUCCEED IN THE PROCESS OF
LEARNING A SECOND LANGUAGE
CHAPTER ONE
PROBLEM IDENTIFICATION AND SOLUTION PLAN`S
BOUNDARIES
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1.3. GENERAL AND SPECIFIC OBJECTIVES
1.3.1. General Objectives
In this project, we will present different ways and techniques
that teachers must use in order to motivate their students.
Teacher skills in motivating students are essential for the
teaching-learning process to be successful. Our main goal is
to provide ourselves and others with a set of techniques and
strategies for developing and increasing motivation in the
foreign language students.
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CHAPTER TWO
FRAMEWORK
Extrinsic Motivation
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This kind of motivation occurs when a student is compelled to learn or
act in a certain way because of external factors, like passing a test,
getting good grades, graduating or to avoid bad things like failing an
exam.
Intrinsic Motivation
This kind of motivation comes from within the student, it occurs when
the student is internally motivated to learn because it either brings
him/her pleasure, they are convinced that it is important, or they feel
that what they are learning is significant.
Integrative motivation
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most successful when learning a target language are those who like the
people that speak the language, admire the culture and have a desire to
become familiar with or even integrate into the society in which the
language is used.
Instrumental motivation
The learning process can be very stressful and the positive or negative
attitudes from the students towards the target language are remarkably
influenced by the surrounding society. Researchers have proved that if
the community has a negative view of the target language and its
speakers or a bad relationship with them, the second language learning
process becomes more difficult.
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don’t encourage students` motivation, the lesson won`t be effective
enough and students won`t learn the language the way they should
learn it; by enjoying it.
When students were asked about how a good teacher should be, they
mentioned a list of qualities:
All learners exhibit an unknown curiosity to explore the world, so they are likely
to find the learning experience intrinsically pleasant. In reality, however, this
“curiosity” is weakened by such inexorable factors as compulsory school
attendance, curriculum content, and grades—most importantly, the premium
placed on them.
There are many ways teachers can help their students become intrinsically
motivated.
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Appropriate Teacher Behaviour and Good Teacher-student
Rapport
1)
2) A well planned lesson
A well planned lesson is the most important material a teacher
must have, it gives him the confidence he needs to perform his
best, improvising might work out some times but been prepared is
guarantee of a good class.
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express their opinions, be part of the class and feel that they do
not run the risk of being ridiculed or made fun off.
4) Proper Instruction
It is one of the teacher`s responsibilities to give proper classroom
explanation, students need to know what expectations the teacher
has, they also need to have very clear what the class is going to be
about and what it is that they need to be doing.
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activities, we should find out their goals and the topics they want to
learn, and try to incorporate them into the curriculum. The
teacher is to motivate students to learn and they will do the rest.
The use of vocabulary that the students can relate to and the use
of material they would find interesting is an excellent way to keep
the motivation`s levels high. It is also important for the students to
feel that tasks given by the teacher are achievable and relevant,
otherwise they are simply going to lose focus and interest.
6) Caring Teacher
An important aspect that helps developing and/or improving
intrinsic motivation of the students is being a caring teacher,
someone who is genuinely kind, considerate and supportive. If
students feel the teacher really cares about them, they will respond
by also caring, and not only about the teacher but also about the
class.
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It is also a good idea to be approachable personally. If we show
that we care about our students by asking about their concerns
and goals (What do they plan to do in the future? What things do
they like?), we will be trusted and respected more than one who is
all business.
7) Energy/Enthusiasm
“Give and you shall receive”. A teacher`s positive energy will
definitely get students more motivated and enthusiastic about
learning. “Energy sells” and a positive attitude will lead to a
successful learning process. This energy will have better effects
when combined with confidence and self control, being over
energetic might stress out some students and cause some other
bad reactions.
9) Satisfy students`needs.
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lesson plan) is far from being accepted by the group members. It
can be beneficial to increase the group's goal-orientedness, that is,
the group start getting excited about the class or an activity and
start getting interested in their official goals. This could be achieved
by allowing students to define their own personal criteria for what
should be a group goal.
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learn more readily and the learning will last much longer. Most of
the time emotions are created by classroom attitudes, by doing
something unexpected or outrageous, by praise, and by many
other means.
That is to say, the day a teacher comes to class with a bowl on the
head and speak as an alien observer about humans will be a day
and a lesson that students will remember. A teacher not being
afraid to look “stupid” to make a memorable point is very
important.
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13) Outside the Classroom.
For students that have the desire to form part of the target
language community specifically, most learning takes place outside
the classroom. This is why it is important for the teacher to
encourage students to continue learning after class, to make them
apply what they have learnt in their lives, to shape their out of
class learning experiences through hints, suggestions,
assignments.
Researchers have shown that the way learners feel about their
accomplishments and the amount of satisfaction they experience
after task completion will determine how teachers approach the
student work, by using appropriate strategies which can help
learners evaluate themselves in a positive light, encouraging them
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to take credit for their advances. Promoting attributions to effort
rather than to ability.
Attention The first and single most important aspect of the ARCS model
is gaining and keeping the learner's attention, Keller's strategies for
attention include sensory stimuli, inquiry arousal (making them want to
ask questions), and variability (variance in exercises and use of media).
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include praise from the teacher, good grades. Ultimately, though, the
best way for learners to achieve satisfaction is for them to find their new
skills immediately useful and beneficial.
CHAPTER THREE
HYPOTHESES AND VARIABLES
3.1.- HYPOTHESES
a) Most teenagers are obligated to study English. This might happen
because of their bad grades at school or a soon trip for which they
might need the language. One of the consequences this can generate
is that students see the language as punishment and don`t enjoy
even a minute of learning it.
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in class, students have little or no experience in in-class interaction
with the teacher, such as questioning or commenting.
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the students can make them enjoy what they are learning and see
English as a tool to understand interesting topics.
b) The teacher should give an explanation about what the rules are
for asking questions in class in English speaking countries (a reading
or listening exercise can be made out of this).
Each culture has different “rules” about how students act in the
classroom. In some countries, students are expected to listen and
only the teacher should lecture or talk in class. But in English
speaking countries (and in English classes), it is positive, important
and recommended to answer the teacher`s questions and interrupt
with questions of their own, it means that they are interested in the
lesson and paying attention.
This new rules need to be reminded at the beginning of every class
until the students get used to them and apply them.
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e) Teachers should start their courses by setting up some goals for
their students. They are teaching a language which obviously has to
be used in the future. They should make students a practical exam at
the end of the course so students can “taste some success” by
having actually been able to apply what they have learned in a real
life situation.
g) Teachers should let students decide every now and then. Students
know what they like and they will choose activities which they will
take advantage of, and by doing so they will learn better. Rather than
always avoiding or suppressing their needs, teachers should design
an educational activity that fulfills them.
CHAPTER FOUR
METHODS AND TECHNIQUES
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4.2.- INVESTIGATION
For this research we elaborated an 18-question survey in order to know
how students feel about their English classes and what their reasons for
learning English are.
Up next a model of one of the surveys we`ve used for our research is
presented:
INSTRUCCIONES
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4. Me satisface saber que soy capaz de comunicarme en otro idioma
(inglés) que no sea el nativo.
Si ( ) No ( x)
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Si ( ) No ( )
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Tipical
Error of
Arith the
metic Tipical arithmetic
Mean N Deviation mean
totalex
24,81 26 10,907 2,139
t
totalin
39,23 26 6,737 1,321
tr
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CHAPTER FIVE
PROPUESTA
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Date March May July September November December
2nd. Creativity
1st. Creativity workshop 4th. Creativity 5th creativity workshop 6th. Creativity
03 for teachers workshop for teachers 3rd. creativity workshop for teachers for teachers workshop for teachers
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05 workshop for teachers
Sport
Championships:
Teachers´ sharing teachers vs. students’ Teachers´ sharing Student/teacher gift
Student/teacher lunch experience Student/teacher afternoon week. experience exchange
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Workshop 1: A well planned lesson with a non stressful environment. For gaining and keeping learner´s attention
include sensory stimuli, inquiry arousal and variability (variance in exercises and use of media).
Workshop 2: Proper Instruction. Achievable, Relevant and Interesting Material. Let students choose.
Workshop 3: Caring Teacher. Energy/Enthusiasm.
Workshop 4: Have students participate. Satisfy students`needs. Benefits for studying English should be clearly stated.
Workshop 5: Use positive emotions to enhance learning and motivation. Make the course fun.
Workshop 6: Knowing success. Outside the Classroom. Help students gain confidence. Reward students.
Teachers´ sharing experience: help each other, listening to other´s experiences and gain more selfconfidence.
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CHAPTER SIX
CONCLUSIONS
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-William Arthur Ward-
8.- REFERENCES
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Thanasoulas, D. (2002) Motivation and Motivating in the Foreign
Language Classroom. From http://iteslj.org/Articles/Thanasoulas-
Motivation.html
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