Monday, February 28, 2011
Tuesday, February 22, 2011
Tuesday, February 15, 2011
In the first of a three-part series, Mark Hancock, co-author of the English Result series, defines and explores two kinds of motivation that can lead to different learning outcomes with adult learners of English as a foreign language.
‘Many people give up on learning after they leave school because thirteen or twenty years of extrinsically motivated education is still a source of unpleasant memories. Their attention has been manipulated long enough from the outside by textbooks and teachers, and they have counted graduation as the first day of freedom.’ (Csikszentmihalyi, 2002)
Three key terms in this quote are motivated, attention, and learning, and they are closely related. Attention determines what appears in consciousness, and without it no learning can be done. Attention is a kind of psychic energy, an effort of the mind, and to make this effort, you must be motivated to do so. The quote implies that there is more than one kind, or quality, of motivation; it speaks of being extrinsically motivated, implying a contrast with intrinsically motivated.
And it seems that these different kinds of motivation can lead to different learning outcomes. Stevick has pointed out, ‘In the long run, the quantity of your students’ learning will depend on the quality of the attention they give to it’ (Stevick 1982). Csikszentmihalyi’s quote is pessimistic about the quantity of learning which will result, in the long run, from relying exclusively on extrinsic motivation.
So what are these two kinds of motivation?
Sunday, February 13, 2011
Sharing cards and messages about your feelings is another Valentine's Day tradition.
Sometimes you have feelings for someone but you're not sure if they feel the same way about you. To share your feelings straight out can be scary and leaves you very vulnerable. On Valentine's Day, you may want to write a humorous poem, one that feels light and sweet, in order to find out whether they have feelings for you. In this way you won't get hurt if they not interested and you've shown that you are interested if they are. This is a safe way to make your feelings known without getting hurt.
English Lessons for Valentine's Day
Try Eslflow's guide to English language vocabulary and other language lessons about family, friendship, love, marriage and relationships. ESL Lessons for Valentine's Day
Thursday, February 10, 2011
Wednesday, February 09, 2011
Students could vastly improve their assignments, and marks, if they followed a few important rules. Tara Brabazon, Times Higher Education, offers a 20-point checklist
Tuesday, February 08, 2011
reviewed by Lynn Zimmerman — January 04, 2011
Title: Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. Search for book at Amazon.com
Author(s): Ofelia Garcia and Jo Anne Kleifgen
Publisher: Teachers College Press, New York
ISBN: 0807751138, Pages: 192, Year: 2010
For Garcia and Kleifgen the question: What’s in a name? is more than an existential question. In their book, Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners, they assert that how the question is answered not only gives a different meaning to the experience of people who are labeled in various ways as learners of English, but also has profound implications for educational policies and practices that impact them. Rather than using the “deficit model” of naming which has been the norm in the education of non-English speaking learners, Garcia and Kleifgen suggest calling them “emergent bilinguals.” This critical act of “re-naming” shifts the focus to the knowledge that they have and to the possibilities of bilingualism instead of focusing on their lack of English and the narrow goal of learning English.