English Project Area

8/14/2019 English Project Area

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Integrated Juan Atalaya School

ENGLISH PROJECT of area

Teachers

Marinelcy Prado Lozano

Nydia Yanid Hernndez g.

Martin Lpez

San Jos de Ccuta


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INTRODUCTION

We are going to talk about why people learn languages. Basically people learn languages for a lot of reasons. Several ofthe main reasons are in order to travel because of course you need other languages in other countries if you want to eat,go to the supermarket, looking for a job, know people, and for education, so that you can pick up a higher education inother countries and also to understand other cultures. In order to understand what motivates people to learn languages,we have the pleasure of having a couple of English learners here with us to talk about our experiences In English class. Ingeneral, one of the factors that influence the choice of strategies used among students learning a second/foreign languageis Motivation. More motivated students tend to use more strategies than less motivated students, hence, they tend to bemore successful.


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CONTEXT

MOTIVATION

LEVELS OF MOTIVATION

LOW

HIGTH

CLASS ROOM

CURRICULUM

LEARNING TASK

PEDAGOGY

SKILLS

ABILITIES

COLLABORATION

IDENTIFY

RELATIONSHIP

ENGAGEMENT

VALUESNORMS


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According to the Webster's, to motivate means to provide with a motive, a need or desire that causes a person to act.

According to Gardner (1985), motivation is concerned with the question, "Why does an organism behave as it does?Motivation involves 4 aspects:

1. A Goal2. An Effort3. A Desire to attain the goal4. Favorable Attitude toward the activity in question.

Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts (Ames & Ames, 1989). It is important

because it determines the extent of the learner's active involvement and attitude toward learning. (Ngeow, Karen Yeok-Hwa, 1998)

Motivation is a desire to achieve a goal, combined with the energy to work towards that goal.

Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language;

it determines the extent of active, personal involvement in L2 learning. (Oxford & Shearin, 1994)

Sometimes a distinction is made between positive and negative motivation.Positive motivation is a response which includes enjoyment and optimism about the tasks that you are involved in.

Negative motivation involves undertaking tasks for fear that there should be undesirable outcomes, eg. failing a subject, if tasks are notcompleted.


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Explanations of influences/causes of arousal and direction may be different from explanations of persistence

In general, explanations regarding the source(s) of motivation can be categorized as either extrinsic (outside the person) or intrinsic

(internal to the person). Intrinsic sources and corresponding theories can be further subcategorized as either body/physical,

mind/mental (i.e., cognitive, affective, cognitive) or transpersonal/spiritual.


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MOTIVATION IN ACQUIRING THE NEW SKILLS.

If a person has an external attribution of success, self-concept is not likely to change as a result of success or failure because the person

will attribute it to external factors. Likewise, if the person has an Internal/Ability explanation, his or her self-concept will be tied tolearning to do a new activity quickly and easily (I do well because I'm naturally good at it). If failure or difficulty occurs, the person

must quickly lower expectations in order to maintain self-esteem. Maybe, if the person has a Internal/Effort explanation and highexpectations for success, the person will persevere (i.e., stay motivated) in spite of temporary setbacks because one's self-esteem is not

tied to immediate success.

Cognitive dissonance theory suggests that we will seek balance in our lives and will resist influences or expectations to change. How,then, does change or growth occur. One source, according to Piaget, is biological development. We mature cognitively we will reworkour thinking and organizations of knowledge (e.g., schemas, paradigms, explanations) to more accurately reflect our understanding of

the world. One of those organizations involves our explanations or attributions of success or failure. After puberty, when biologicalchange slows down considerably, it is very difficult to change these attributions. It requires a long-term program where constant

feedback is given about how one's behavior is responsible for one's success.

Other theories of motivation like the psychoanalytic propose a variety of fundamental influences. Freud (1990) suggested that all

action or behavior is a result of internal, biological instincts that are classified into two categories: life (sexual) and death (aggression).

Many of Freud's students broke with him over this concept. For example, Erikson (1993) and Sullivan (1968) proposed that

interpersonal and social relationships are fundamental, Adler (1989) proposed power, while Jung (1953, 1997) proposed temperament

and search for soul or personal meaningfulness.

One of the most influential writers in the area of motivation is Abraham Maslow (1954).

Abraham Maslow (1954) attempted to synthesize a large body of research related to human motivation. Prior to Maslow, researchersgenerally focused separately on such factors as biology, achievement, or power to explain what energizes, directs, and sustains human

behavior. Maslow posited a hierarchy of human needs based on two groupings: deficiency needs and growth needs. Within thedeficiency needs, each lower need must be met before moving to the next higher level. Once each of these needs has been satisfied, if

at some future time a deficiency is detected, the individual will act to remove the deficiency.
http://chiron.valdosta.edu/whuitt/col/affsys/erikson.htmlhttp://chiron.valdosta.edu/whuitt/col/regsys/maslow.htmlhttp://webspace.ship.edu/cgboer/maslow.htmlhttp://www.advancedhiring.com/docs/theory_of_human_motivation.pdfhttp://www.accel-team.com/maslow_/index.htmlhttp://www.accel-team.com/maslow_/index.htmlhttp://www.advancedhiring.com/docs/theory_of_human_motivation.pdfhttp://webspace.ship.edu/cgboer/maslow.htmlhttp://chiron.valdosta.edu/whuitt/col/regsys/maslow.htmlhttp://chiron.valdosta.edu/whuitt/col/affsys/erikson.html


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According to Maslow, an individual is ready to act upon the growth needs if and only if the deficiency needs are met. Maslow's initial

conceptualization included only one growth need--self-actualization. Self-actualized people are characterized by: 1) being problem-

focused; 2) incorporating an ongoing freshness of appreciation of life; 3) a concern about personal growth; and 4) the ability to havepeak experiences. 5) Cognitive: to know, to understand, and explore; 6) Aesthetic: symmetry, order, and beauty; 7) Self-actualization:to find self-fulfillment and realize one's potential; and 8) Self-transcendence: to connect to something beyond the ego or to help others

find self-fulfillment and realize their potential.
http://personcentered.com/selfact.htmlhttp://homepages.ihug.co.nz/~greg.c/psych.htmlhttp://homepages.ihug.co.nz/~greg.c/psych.htmlhttp://personcentered.com/selfact.html


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ENGLISH PROJECT BREAKING IN ENGLISHThe same person cannot be skilled in everything; each has his special excellence.

EuripidesPLACE:Teachers room and audiovisual room.

TIME:One working day (only in English hours ).

Date:29th October 2009.

Foreign language learning increases our culture and the knowledge of another market for our products. Thepossibilities of a better education, and our abilities to understand those events that occur in another places are

bigger, too.

In order to motivate all school community, we are presenting this project, whose main objective is to encourageJuan Atalaya Integrated High School students to study English.

So, the students of 9th

, 10th

and 11th

grades are going to show several performances during this morning. We hope

you all will attend these activities with interest and delight.


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OBJECTIVE

Motivate to the students for learning of

English Language.

SPECIFIC GOALS:The students will have theopportunity of participate in

several activities and they canshow to the inferior levels the

opportunity to see some abilitiesthat they had development

during dynamics English classin Integrated Juan Atalaya

School.

JUSTIFICATIONIts necessary to create in the

students a motivation that takes

them to improve their interests for

the learning of the English language.

Of fact, there is nothing more

exciting than students enthusiasm

and passion for the learning of a

song, a poem or dramatizing a play.

And this is gotten by means of

showing them optimism and

confidence for all the students have a

chance of learning.

What is the motivation?Motivation is a desire to achieve a

goal, combined with the energy to

work towards that goal.How to motivate for class and

study?

We can explain the contents onthe basis using many strategies

where the students mustmemorize songs and poems,

think and speak about life'ssituations.

However is very importantthat we can use several

strategies for motivating ourstudents, We can do many

visits to places associated withthe contents of the classes and

others activities where they canacquire experiences very

important to promotemotivation and cognitive

interest.


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Date activity Invitee Grade Participate grade

October 29 th 10-04 song: wake me on

when September endsSong: Party in theU.S.ASong: GirlfriendFashion showPoem

10-05 poem: I wonder byJeannie Kirby

9-03 Colombian folk show10-05 Debate

Grade 601, 602, 701, 702

Grade: 801, 802, 903, 904

Grade: 904, 903, 1002,1004

Grade: 1004, 1102, 1003,1005

Grade: 901, 902, 1005

Grade: 1005, 901, 1002

OCTOBER 29 th10-02 song

Songpoem

10-03 song and dance11-01 -02 dance and song.

mimic11- 01 dance11-02 dance11-03 dance.

11-04 play10-01. Decoration and

posters


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Teachers project

---------------------------------------------------------- ---------------------------------------------------Marinelcy Prado Lozano Nydia Yanid Hernndez g.

____________________________________Martin Guillermo Lpez


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CONCLUSIONS

This project was designed to raise the motivation in English language learning. Through different activities,students can realize that day after day English is becoming a part of our lives.

Perhaps in the classroom, English could be noticed as another subject that students have to study, without a link

with real life, now and here, in Cucuta, in Juan Atalaya Integrated High School. The performances and activitieshave been showed us, are trying to tell us that in almost every moment of our daily routine English is present. If

after this English Day we are a little more aware of that, the main objective of this project has been achieved.

Finally, we gratefully acknowledge this collaborative effort with students and colleagues for their assistance,

support and advice.


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Documents

English Project Area