ENGLISH LANGUAGE

TEACHING METHODOLOGY
AND LEARNING STRATEGIES

UNIT 4
Profesora: Luca balos lvarez

INDEX
1.

MOTIVATION

2.

SUBJECT GUIDANCE

3.

MOTIVATION
3.1. Motivation
3.2. Identifying motivation in our students
3.3. ICT resources to spread motivation and enthusiasm

4. BIBLIOGRAPHY
5. USEFUL WEBSITES

1. MOTIVATION

Motivation

3.1. Motivation
3.2. Identifying motivation in our students
3.3. ICT resources to spread motivation and enthusiasm

2. SUBJECT GUIDANCE
The teacher will:
make oral presentations in class;
propose questions for debate or discussion;
carry out online tutorials to answer students questions, doubts,
etc.
The students are expected to participate:
in class: answering questions, participating in debates or
discussions,
working in groups, join in the activities
at home: preparing the activities assigned by the teacher and
study.

3.1. MOTIVATION
What a teacher has to do is recognize the variety and nature of
motivations and try to work with students' motivation in materials

and contents.

Jeremy Harmer defines motivation as: "some kind of internal drive

that encourages somebody to pursue a course of action".

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Identifying motivation and attitude towards the English language.
Age (Physical, physiological and cognitive factors)
Aptitude (ability)
Learning style
Attitudes
Personality
Mother tongue
Motivation

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Identifying motivation and attitude towards the English language.
Age (Physical, physiological and cognitive factors)
Aptitude (ability)
Learning style
Attitudes
Personality
Mother tongue
Motivation

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Age
Physical factors:
Children's brains have higher plasticity and their phonological ability is
higher.
Physiological factors:
Children's spontaneity favours the variety of learning situations
presented in the classroom (TPR, role plays, songs...)
Cognitive factors:
Children don't have the interference of an adult's more abstract thinking.

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Aptitude
Some people have more aptitude for learning a second language than
others.
It means they have more:
Phonemic ability (Distinguish phonemes)
Grammatical ability (Pick up grammatical functions)
Inductive learning ability (ability to generalize patterns)
Vocabulary learning ability (ability to remember vocabulary)

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Learning styles
Research has shown that people learn in different ways, since they
have different personalities, preferences and abilities.
1. According to the sense they seem to favour:
Visual learners: they like having visual clues. They understand and
remember what they look at better than anything else.
Auditory learners: they learn and remember better when they listen.
Kinaesthetic learners: They learn better by doing or by experience,
being actively involved.

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Learning styles
According to how students learn best:
Individual learners: they prefer to work on their own.
Group learners: they work best with other groups in discussion and
group activities.
Concrete learners: they like immediate, varied and lively learning
experiences.
Analytical learners: they prefer problem solving situations, as well as
systematic and logical ways of introducing new materials.
Communicative learners: They like a social approach to learning.
Authority-oriented learners: They prefer the teacher as an authority
figure.

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS
Attitudes
The students' attitudes towards learning, the class, the teacher, the
language or the target culture will affect motivation.
Some of the reasons for having a negative attitude are:
- Students' previous knowledge
- Low self esteem
- Learning difficulties
- Family problems
- Parents low expectations towards their children
-Rejection of the target language...
What can we do?
Analyze the cause, show more interest towards the learners and
plan activities according to their interests.

3.2. IDENTIFYING MOTIVATION IN

OUR STUDENTS

Personality
Outgoing and sociable students are better at learning a foreign
language than shy students.
Mother tongue
Most researches support the idea that children no are more advanced in
their mother tongue are better at their L2.

3.3. ICT RESOURCES TO SPREAD

MOTIVATION AND ENTHUSIASM

http://luciaabalos.blogspot.com.es/

3.3. ICT RESOURCES TO SPREAD

MOTIVATION AND ENTHUSIASM

https://www.classdojo.com

WHOLE CLASS REWARDS

GROUP REWARDS

INDIVIDUAL REWARDS

MESSAGES WITH FAMILIES

STUDENTS REPORTS

Praise and encouragement (lots of ways to say good!)

DEPENDABLE
EMPOWERED
COMMITED
FANTASTIC
KNOWLEDGEABLE
DAZZLING
STUDIOUS
AMBITIOUS
KINDHEARTED
ASTONISHING
ELECTRIC
SWEET FUN
COOL
CLEVER
GRAND
FINE
NEIGHBOURLY
TALENTED
FABULOUS
CARING
DRIVEN
RELIABLE
UPBEAT
LIVELY
BRILLIANT
INCREDIBLE
SENSATIONAL
SHARP
AWESOME
ACE
SUCCESSFUL
WONDERFUL

AMAZING
MARVELLOUS
SUPER
SUPERB
MAGNIFICIENT
LOVELY
STUPENDOUS
OUTSTANDING
EXCELLENT
MUCH BETTER
KEEP UP THE GOOD
WORK
GOOD FOR YOU
I KNEW YOU COULD
YOU ARE WORKING
REALLY HARD
YOUVE GOT IT
YOUVE IMPROVED
THATS BETTER
THAN EVER
KEEP AT IT-ITS
COMING ON
BEAUTIFULLY DONE
WAY TO GO
WAY TO DO IT
I DO LIKE THAT
TREMENDOUS
WELL, LOOK AT
YOU
THAT WAS FIRST
CLASS

YOUVE GOT IT
YOUVE CRACKED IT
WOW
GOOD
GREAT
SPLENDID
MESMERAZING
BREATH-TAKING
SMASHING
UNBELIEVABLE
TERRIFIC
INSPIRING
SUBLIME
TREMENDOUS
SPECTACULAR
FASCINATING
CHARMING
ENGAGING
REMARKABLE
SMART
LUMINOUS
INTELLIGENT
GRUESOME
GREAT JOB
NICE GOING
CONGRATULATIONS
NICE / GOOD
GOING
COMING ALONG
NICELY
KEEP IT UP
WELL DONE

SPREADING MOTIVATION

REFLECTIONS
AND AHA
MOMENTS

4. BIBLIOGRAPHY
Christison, M. A. (2005). Multiple intelligences and language learning: A guidebook of theory,
activities, inventories, and resources (2nd ed.). Burlingame, CA: Alta Book Center Publishers

Drnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge
University Press
Kehus, M. J. (2000). Opportunites for teenagers to share their writing online. Journal Of
Adolescent & Adult Literacy, 44(2), 130.

Harmer, J. (2007). The practice of English language teaching (4th ed.). Essex, England: Pearson
Longman ELT.
Brewster, J., G. Ellis y D. Girard (1992). The Primary English Teachers guide. Harmondsworth:
Penguin.

5. USEFUL WEBSITES
www.naturalreaders.com
http://www.babelfish.com
http://www.teachthought.com/learning/10-of-the-best-iphoneapps-for-language-translation/
https://newsela.com
http://tarheelreader.org/_
http://bookbuilder.cast.orghttp://www.qiat.org/docs/resourceb
ank/UDL_Placemat_BWelsford_V2.pdf
http://novastartalk.nvcc.edu/getting-started/activitiesoverview/a-to-z-list-of-activities/
http://www.teacherswithapps.com/
http://a4cwsn.com/