Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
    - Task 8
    - Task 9
    - Task 10
    - Task 11
    - Task 12
    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
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  - Task 11
  - Task 12
  - Task 13
  - Task 14
  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
  - Task 1
  - Task 2
  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
  - Task 10
  - Task 11
  - Task 12
- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
  - Task 1
  - Task 2
  - Task 3
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  - Task 5
  - Task 6
  - Task 7
  - Task 8
  - Task 9
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  - Task 13
- 8. Learning about the latest toolkits supporting learning
  - Task 1
  - Task 2
  - Task 3
  - Task 4
- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
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  - Task 3
  - Task 4
  - Task 5
  - Task 6
  - Task 7
  - Task 8
- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
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  - Task 4
- 11. Recording the outcomes and reflect on what should be done differently next time
  - Task 1
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  - Task 4
  - Task 5
  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 3.1 Motivating young learners

Think

- What have you experienced so far regarding learners’ motivation?
- Do you have any specific activities that can be used for motivation?
- Why do you think that motivating young learners can be problematic?

It is frequently reported that there is an apparent lack of motivation and interest in English on the part of learners, who may not see any need to learn the language or simply do not see mastery of it as attainable.[1]

“Motivation is one of the main determinates of second/foreign language learning achievement”[2]. Several types of motivation must be considered. Intrinsic motivation relates to a learner who has a desire to do something regardless of external pressures. Extrinsic motivation, on the other hand, involves outside forces that want the learner to complete a task. Motivation can be further broken down into integrative and instrumental types. Integrative motivation relates to a student wanting to interact with people, using the target language. Instrumental motivation is evident when there are specific tasks that the learner wishes to be able to do.

[1] Li, D. F. (1998). ‘It’s always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677−703.

[2] Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language

Journal. 78/3, pp. 273-284

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