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Motivation: The Road to Successful Learning

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Rocío Esre

on 5 June 2014

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Transcript of Motivation: The Road to Successful Learning

Motivation:
Objectives for my research:
Theoretical Framework
The Road to Successful Learning
June, 2013
Rocío Espinar Redondo
Tutor: Jose Luis Ortega Martín

To study the concept of motivation through
different theories
previously described.

To compile some of the main factors affecting motivation established in
preceding investigations
.

To discover some of the
present factors
that affect motivation in the learning of English as a second language in the 4th year of CSE in two different schools in Granada.

To study how
other aspects
, which are part of the English teaching, affect students’ motivation.

To describe a
methodological proposal
in relation with the obtained results.

(Objectives 1 and 2)
Definition of
Motivation
The sample
Theories about Motivation in SLL
Factors affecting Motivation
Review of definitions
In general contexts:
Behaviourism
Cognitivism
Constructivism
In SLL contexts:
Krashen (1982)
Crookes and Schmidt (1991)
Madrid (1999)
Spolsky (2000)
Ortega (2002)
Cole (2007)
Types of Motivation
Integrative
vs.
Instrumental
Intrinsic
vs.
Extrinsic
1969
1989
1999
Markwardt
Spolsky
Ausubel
Skehan
1994
Dörney
1968
Madrid
1948
1) The
importance
of the English language in this society.

2) Personal features of the English
teacher
.

3) Types of tasks and teaching
methodology
.

4) Features about the English
subject itself
.

5)
Environmental factors
(family, school, etc.)

6) The intention of
integration
in English-speaking countries.

Outcomes of the research
(Objectives 3 and 4)
Practical Framework
Conclusions of the research
Objective 3:
Methodological Proposal
(Objective 5)
Data Collection
Questionnaire for Students
Observation Period
Characteristics of the questionnaire
- Written in Spanish
- Different types of questions
- 20 items
- Grouped in 4 blocks:
Personal Information
Students' Interests
English at Home
English in the classroom
<<The reasons that encourage students to devote their time to a specific activity. It will foster students not only to initiate that activity, but also to continue working on it along their lives. These reasons are individual and personal, different in each person and each context and may come from the students themselves or from an external stimulus. >>
My own definition
51 Students in 4th CSE
Group A (20):
IES Padre Suárez
Group B (31):
Colegio Escolapios
Personal Information
English in the Classroom
Students' Interests
English at Home
Age
Bilingual group
Repeated level:
3.2% in Escolapios and 35% in Padre Suárez
Native language
Marks
Private lessons:
29.4%
Travel abroad:
56.9%
Age of beginning

Like English
Improve their level:
100%
English in their future:
96.1%

Hobbies

Real communicative situation:
80.4%
YES
NO
- It is important for my future.

- To be able to communicate with people.

- Most things in our lives are in English.

- It is interesting, beautiful, funny, easy...
- I am very bad at English.

- It is very difficult for me.

- I do not like languages.
Study habits:
29.4%
Level of English (family):
56.9%
Homework (help):
7.8%
Travel abroad (family):
25.5%
Description of the class

Teacher:
72.54%

Materials

4 Skills + Grammar
Students have described the English class as...
Interesting:
64.7%
Useful:
58.8%
Funny:
45.1%
Innovative:
39.2%
Easy:
27.5%
Boring:
19.6%
Demanding:
15.7%
Difficult:
9.8%
Useless:
5.9%
Group B: Specific Situation
<<The problem in our English class is that we have
two different teachers
: one of them is a native person who teaches in an innovative way and then, we have a pre-retired teacher who spends the class shouting instead of teaching.>>
According to students, a good English teacher needs...
To have a
good level
of English:
86.3%
To make
participative
lessons:
66.7%
To make
enjoyable
lessons:
60.8%
To have a good
pronunciation
:
56.9%
To
explain
clearly:
51%
To have a long
experience
:
37.3
%
To know a lot of
grammar
:
21.6%
To be
young
:
19.6%
- To have a better job
- To travel/live abroad
- Presence in daily life

Objective 4:
- Hobbies
- 4 skills: stress on speaking and listening but without neglecting reading and writing.
- Teacher's role
- Family's attitude and situation.

Communicative approach
Task-based approach
Spiral approach
Integration of the four skills
Grammar presented in real contexts
Materials connected with students' daily life
Teacher
Madrid, 1999
(Objectives 3 and 4)
(Objectives 3 and 4)
(Objectives 3 and 4)
(Objectives 3 and 4)
Objectives 1 and 2:
previously commented
1) Internet:
86.3%
2) Songs:
82.4%
3) Games:
78.4%
4) Computer:
72.5%
5) Reading:
54.9%
6)Twitter:
47.1%
7) Films and series:
45.1%
8) Facebook:
19.6%
Hobbies:
Full transcript