Enquiry based Learning on a feedback puzzle
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Transcript of Enquiry based Learning on a feedback puzzle
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Understanding a network of attributionsEdward Russell - the University of Manchester
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Puzzle - Why? Why? Why?
Why is there so little overt focus on form occurring when learners are given their annotated written work back and why do I have to hassle them to deal with their mechanics, that have been highlighted by me?
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Causal attributions for student achievement
Effort Aptitude Mood
Teacher Task Luck
Are the attributions for failure of success -
controllable? (can we change them?)
stable / global? (same in all situations all the time?)
internal/external?
Assumptions are that behaviour is observable and intentional
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‘Insights’ and implications
•Acquisition v learning
•Teacher / Student Observations
•Motivation vastly complex
•Mind over matter
• Reading I+1
• Explicit or implicit teaching lang / AT
• Complex network of attributions
• Cultural appropriateness
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Acquired Language
Evidence / insight
•Communicative competence
•Learners’ former schooling
•Fossilized error
•New context for me
Implications
•Role of input in classroom – reading
•Explain my own rationale
•Use the monitor at a summative not formative stage
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Observing
Insight
•My group problem, dealing with them as a group – problematic
•Student observation and bias at work
•Most behaviors unobservable
Implications
•Communicate and act rather than observe and guess
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Dorneyi & Otto's (1998) Process model
of motivation – post-actional phase Illustration from Dorneyi 2000
‘Baggage’ carried forward into pre-actional phase.
Complexity of Motivation
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Mind over matter
Insight
•Effort is critical, the key
•Hard-work pays off
•Socio-biology
•Eradicate error!
Implication
• Aptitude
• Cognitive Behavioural Treatment
• Darwinism
• Control Freakishness
• EIL/ELF NS target?
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References
Allport, G. (1954) The Nature of Prejudice, Reading: Addison-Wesley
Barkhuizen,G.P (1998) Discovering Learner Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context TESOL Quarterly 32(1)
Dornyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition New Jersey: LEA
Dornyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation British Journal of Educational Psychology, 70, 519-538
Glover, C Brown, E (2006) Written Feedback for students: too much, too detaile ot too incomprehensible to be effective? BEE-j Volume 7: May 2006 http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.aspx
Hawkey, R Teacher and learner perceptions of language learning activity
ELT Journal 60(3) 242:252
Krashen, S (1984). Writing Research and Applications Torrane: Laredo
Lamb (2004) Integrative Motivation in a globalizing world
Weiner, B. (1985). An Attribution Theory of Achievement Motivation and Emotion Psychological Review 92(4) 540-573
Weiner, B (1972). Theories of Motivation: from Mechanism to Cognition Chicago: Markham
Wolters, C (2003(Regulation of Motivation: Evaluating an
Underemphasized Aspect of Self-Regulated Learning , Educational Psychologist 38(4), 189–205