Metodyka Wyk. 1.

. ( 2006r) Reasons( for learning English ) school curriculum, advancement, need to survive in the community, job perspective, etc. English International language for communication. Target Language Community TLC - where inhabitants speak the ( their ) language which the student is learning. English for Specific Purposes /ESP/: - English for Occupational Purposes /EOP/-( waiter etc. ) - English for Academic Purposes/EAP- ( At University students may need English just to function only during one semester ). - English for Science and Technology/EST/- ( In scientific field, disciplines, when one needs to be able to read articles and textbooks about specific topic ). ESP EOP EAP EST

Another reason for learning foreign language: culture ( attraction base study of English, need to learn history, etc. ). We need to consider all the reasons as well as some other factors which decide about failure or success in learning English. MOTIVATION is the biggest factor affecting success. What is motivation? it is a kind of internal drive which encourages somebody to pursue a course of action. If we perceive goal we will be strongly motivated to achieve that goal. Language students perceive goals of various kinds: Long term goals better job, etc. Short term goals need to pass an exam, write class work, etc. Students with long term goal are easier to teach.

Motivation Extrinsic motivation Factors outside the classroom ( adults have this kind of motivation ). Intrinsic motivation Is concerned with what takes place in the classroom. ( People with no motivation what happens in the classrom will be of vital importance ).

How can we increase intrinsic motivation? - Physical conditions - they can alter students motivation positively or negatively ( colours, patterns, not overcrowded, nice view, light, etc. ). Making classroom as nice as possible improves atmosphere where students are supposed to work. - Method for ex. Communicative approach, Grammar translation approach.

If someone is motivated - he will learn. The students have to find confidence with the method they are thought. If student loses confidence in our method he will become demotivated. There is no clear evidence, which methods are more successful which are less successful. - Teacher is a most important figure in the classroom. There are no ideal teachers. Study that has been made in 70-ies on a group of children age: 12-17 who were asked about qualities that make a good teacher revealed that most important is when teacher: 1 - makes his course interesting 2 - teaches good pronunciation 3 - explains clearly 4 - speaks good English 5 shows the same interest in all student ( being fair ) 6 makes all the students participate, makes them active 7 shows great patience 8 makes his pupils work Additional qualities: - sympathy, - fairness, - inspires confidence

Teachers mentioned 2 areas: - rapport with students ( relationship ) - teachers personality - teacher needs to know his subject ( well prepared, educated ) - success both: complete success or failure can be demotivating for our students - the level of challenge right too high or too low activities can be demotivating How to increase motivation? - letting student long time goals - allow our students sufficient time for learning - emphasize on cooperative learning activities: -- group work -- viewing a class as a team -- allow risk-taking behaviour -- remember to reward innovation and creativity -- teaching writing as a thinking process in which students develop their own ideas openly and freely -- oral fluency exercises should be designed in a way what interests students -- emphasize communicative language teaching they need to see the purpose why they learn

Wykl. 2. ( 29. 10. 2006r. ) Teaching different age groups. Children - most demanding group - curious highly motivating, children will seek teacher approval, because teacher is main authority in the classroom - their attention span and concentration as less than of an adult ( approx. 15 min. ) = frequent changes of activity = they need activities which stimulate their curiosity, they need to be involved 2

in an exciting activity, they will not take notes, need to be appreciated for their activity. Almost everything which happens in the classroom depends on the behaviour and attitude of the teacher. Teacher needs to be lively and enthusiastic about subject matter, because his energy will be picked up. Sense of humour is important learning in a positive atmosphere will help maintain attention and being focus. Children are focused on HERE and NOW functional purposes of language. They have little appreciation for correctness it is difficult for them to grasp linguistic concepts. Rules, explanations, other abstract talk about language must be approached with caution. Children need to have all senses stimulated. Physical activity, role-play, games will be useful. Projects and other hands on activities will help them to internalize language. Sensory aids will help to internalize concepts. Smell, touch, taste, all the visual aids videos, pictures, tapes, music- are very important elements in English teaching. They are very sensitive to peers affected by inhibitions, to be laughed at, their egos are still being shaped, more fragile than adults. What can we do about inhibitions? - help them overcome their fears by helping them to laugh with each other at various mistakes they make, - be patient, supportive, - elicit as much oral participation from students, esp. quiet ones to give them a chance to try things out - children need to be exposed to authentic language, it needs to be presented in context - various skills that we teach need to be interrelated to make our students see connections. Adolescent student - some say most interesting group, but they present teacher with more problems than other groups - you are no longer authority for them, peer approval is more important for them, - teacher may not be leader for them but potential enemy - the teacher should never forget that student needs to be seen in a good light by their peers, and teenagers are very sensitive, prone to humiliation if teacher is careless with criticism - the teen are in age of transition, confusion, grooving and changing bodies and minds - they have longer attention span, are more mature, complex problems can be solved with logical thinking, sophisticated, intellectual processes are possible - highly intelligent if stimulated very dedicated if involved - at this age getting the level of challenge right is vital. When the level is too low they will switch off. When is too high they will feel discouraged. - avoid embarrassment of student at all costs - affirm each person talents and skills - allow mistakes and other errors to be accepted - encourage group work where risks are more easily made

Adults Easy group intrinsic motivation, they have purpose, advancement, easier because are mature - intellectual motivation they are more able to handle abstract rules and concepts - too much generalization, explanation can be deadly for adults too - longest attention span for material that may not be interesting to them, but it doesnt mean our classes should be boring - adult beginners they will be satisfied soon because they will achieve success quickly = what is motivating since everything is new little progress is success - intermediate student may not perceive progress, can be overwhelmed by the completely new language ( vocabulary ) - INTERMEDIATE PLATEAU stage in learning when student can become easily demotivated or frustrated because he/she doesnt see the progress because that level allows to function, the same applies to advanced students the job of the teacher is to show the student that there is still a lot to learn, setting realistic goals for our students to achieve. Major factor getting the accurate level of challenge for our students.