Motivation: CSRE Approach-The Launching Pad: Educational Book Series, #1

By Aries O'Brien

About the Book

 

Teaching profession is a profession that bases much of its methodology on tradition. Many teachers teach one year thirty times instead of teaching thirty different years. 21st century teachers should transform their role into that of leaders and coaches as opposed to bosses and disciplinarians. This book serves as an outstanding study in support of the teacher as a change agent for the educational process.

 

This book demonstrates how motivation is the key to learning. Motivation is indeed a complex, multifaceted concept. It describes how motivation manifests itself in the modern classroom and how motivation can be applied positively to the arsenal of tools used by educators in an effort to develop the optimal learning environment. The underachievement problem that seems to be pervasive in classrooms around much of the world is poorly understood. Teachers interpret underachievers as a challenge to their authority. They react to this problem by enforcing punitive measures which usually create a vicious circle of behavior violations and punishments. The final result is an exacerbation of the classroom disruption. The underlying reasons for under achievement are either not understood or simply ignored by many teachers. Underachievers can thrive in the secure, supportive environment advocated by the CSRE approach discussed in this book.

 

It contains a multitude of worthwhile observations regarding English language learning techniques. Practical techniques are offered that if followed would produce positive material changes in the confidence level of the EFL/ESL learners.

 

This book could serve as a teacher primer for change. It is important to note that the recommendations put forth by the CSRE approach are not "fiscally intensive." For the most part, CSRE involves changes in attitudes that result in an increase in student motivation and learning. This approach does not call for the introduction of expensive equipment or lavish classrooms. It calls for a change in the mindset of teachers. As this book posits, the "new" teachers would have an ever expanding role beyond that of classroom instructor: facilitator, mentor, motivator, etc.

• Language: English
• Publisher: Galaxy Publishers
• Release date: Aug 15, 2020
• ISBN: 9781393160403

Aries O'Brien

About the Author Dr. Aries O’Brien is a well-known English language teacher. He has been in this profession for the last thirty-five years including twenty-five years of tryst with the GCC students at the tertiary level. He has served in several educational institutions of repute. He is a regular presenter at the national and international conferences, workshops and symposiums. He has published many papers on motivation and the students, 21st century pedagogy; 21st century skills and future employability, modern teaching strategies.  These research papers contain a multitude of worthwhile observations regarding English language teaching-learning techniques. Practical techniques are offered that if followed would produce positive tangible changes in the confidence and motivation level of the learners. Delving deep into classroom mechanics and teacher involved motivational strategies etc. The present book ready for publication has been an exhaustive probe to redefine teacher-learner engagement. It is a meaningful eye opener to those teachers in search of value-oriented teaching methods as well as learner-based learning consideration. He firmly believes; “Good teachers do not teach something different; they teach the same thing differently.‟ His areas of interests are: Teachers & Motivational Strategies, Learner Autonomy, 21st Century skills, Teachers as Co-learners, Curriculum Development, Teacher Autonomy, Quality Assurance in HEIs, 21st Century Skills: Future Employability, and Technology Assisted Language Learning (TALL).

Book preview

Contents

PREFACE   4

CHAPTER ONE

LEARNING ENGLISH AS A SECOND

OR FOREIGN LANGUAGE 5-19

1.1 Why do People Learn Second or Foreign Language? 

1.2 ESL/EFL and Language Learning. 

1.2.1 English as a foreign language. 

1.3 EFL Teaching in Non-English-Speaking Countries. 

1.3.1 Attitudes to EFL in non-English-speaking countries. 

1.3.2 The problems of the foreign teachers. 

1.3.3 Their pedagogical difficulties. 

1.4 ESL/EFL and Arab Students. 

1.4.1 Problem areas of Arab speakers in learning English. 

1.4.2 Arab students and English language learning difficulties. 

1.4.2.1 Linguistic problems. 

1.4.2.2 Non-linguistic problems. 

CHAPTER TWO

MOTIVATION 20-27

2.1. Definition of Motivation. 

2.2. Sources of Motivation. 

2.2.1 Intrinsic motivation. 

2.2.2 Extrinsic motivation. 

2.2.3 Intrinsic vs. Extrinsic motivation. 

2.3 Types of Motivation. 

2.3.1 Integrative motivation. 

2.3.2 Instrumental motivation. 

2.3.3 INTEGRATIVE VS. Instrumental motivation. 

CHAPTER THREE

FACTORS THAT AFFECT MOTIVATION 28-33

3.1 Internal Factors. 

3.2 External Factors.   

3.3 Language Classroom & Lack of Motivation  

CHAPTER FOUR

TEACHERS AND MOTIVATIONAL

STRATEGIES 34-45

4.1 Z. Dornyei. 

4.2 Oxford and Shearin. 

4.3  J.M. Keller. 

4.4 Teachers & the Ineffectiveness of

Motivational Strategies. 

CHAPTER FIVE

CSRE APPROACH  THE LAUNCHING PAD  46-62

5.1 A Caring and Sharing Teacher. 

5.2 Teacher- Student- Rapport. 

5.3 Teaching- Learning Traffic. 

5.3.1 Generating student motivation. 

5.3.2 Increasing learners’ goal-orientedness.  

5.3.3 Increasing parental awareness. 

5.3.4 Proper classroom instruction. 

5.3.5 Achievable, relevant material. 

5.3.6 Realistic learner beliefs. 

5.3.7 Sustaining motivation. 

5.3.8 Developing learners’ self-confidence. 

5.3.9 Promoting learners’ autonomy. 

5.3.10 Encouraging self-evaluation. 

5.3.11 Increasing learner satisfaction. 

5.4 The Foundation : Teaching- Learning Process.  

5.5 Towards Strategic Teaching. 

CHAPTER SIX

CSRE AND THE ROLE OF TEACHERS  63-71

CHAPTER SEVEN

CSRE APPROACH: TEACHERS ARE

CO-LEARNERS    72-80

7.1 Teachers Learn More Than They Teach. 

7.2 Teachers’ Autonomy. 

CHAPTER EIGHT

• CONCLUSION    81-86

Preface

Teaching English as a second or foreign language (ESL/EFL) has changed tremendously over the past two decades. Curriculum, teaching methods, and teaching materials have been developed to meet the changing needs of the ESL/EFL population.

Some common problems for ESL/EFL teachers are dealing with a passive class, unresponsive students who avoid interaction with the teachers, slow and demotivated learners. These are especially true when a teacher seeks interaction in a teacher-class dialogue such as asking questions to the class as a whole, expecting at least one student to respond. This can be a frustrating experience for both the parties. Obviously, there will be times when no student can answer a teacher’s question, but often students do not answer even if they understand the question, know the answer, and are able to produce the answer. Furthermore, students can often be very reluctant to give feedback or ask the teacher a question in front of the class. This happens because of either fear of teacher, shyness, lack of confidence, fear of making mistakes or embarrassment before the class.

This book attempts to explore the very basic principles that teachers hardly care and the result is not up to the mark in spite of their use of many teaching techniques and strategies. The basic principles of care, share, rapport and engagement which this book emphasizes, might provide the platform or the launching pad which energizes, activates and motivates the class to act and react, risk and respond.

Teachers’ caring and sharing behavior establishes a rapport with the students, a bridge of trust is built and the two-way traffic starts. This two-way traffic slowly facilitates teaching learning process. Teachers can gradually move on to individualizing instruction, which paves way for learners’ autonomy. This book also stresses on teachers’ autonomy along with learners’. Teachers’ freedom in choosing the best method, material and the motivational tool, will certainly enhance the teaching learning activities. I hope and trust that CSRE approach will employ teachers with a device, which personalizes teaching and helps them collect feedback as co-learners and improve continuously as teachers learn more than they teach. They are ever learners.

I am extremely grateful to my colleagues; family members whose unstinted support made this work a reality. I am highly indebted to all those authorities whose works have been consulted and quoted in this book to support some assertions. My heart-felt thanks to my family and friends who helped in every possible way to complete this book.

Aries O’Brien      August, 2020

C H A P T E R 1

Learning English as a second or foreign language

There has been a marked shift within the field of language learning and teaching over the past two decades with greater emphasis being put on learners and learning rather than on teachers and teaching. This shift necessitates redefining the role of teachers, methods and learning materials. Learning doesn’t occur in vacuum. Teachers play a major interactive role with both the learners and the learning environment.  They use effective strategies and suitable materials to enhance the learning process but at times with little success. What is required is the proper groundwork, the platform, the launching pad, which will energize the students to open up, act freely and autonomously.  CSRE approach might help in preparing and fostering the students’ motivation level.

1.1  Why do people learn a second or foreign language?

Facts  &  quotes :

 As the lingua franca of the 21st century, English is one of the most important means for acquiring access of Anglo- American technology.  As a result, there is a huge need to learn English in non English speaking countries.

 English has become a significant factor in national unity in a broad band of nations   from Sierra Leone to Malaysia

 It is the national language of twenty-nine countries and it is also an official language in fifteen others.

 English is therefore often the only available tool for 21st century learning.

 Jawaharlal Nehru, the first Prime Minister of India acknowledged in parliament that English was the major window for us to the outside world.  We dare not close that window, and if we do it will spell peril for the future.

 The great philosopher, Voltaire said, The first among languages is that which possesses the largest number of excellent works.

 The Cairo Egyptian Gazette declared, English is not the property of capitalist Americans, but of the entire world.

The global spread of English over the last 40 years is remarkable. It is unprecedented in several ways: by the increasing number of users of the language; by its depth of penetration into societies; by its range of functions.

Of the 4,000 to 5,000 living languages, English is by far the most widely used. As a mother tongue, it ranks second only to Chinese, which is effectively six mutually unintelligible dialects little used outside China. On the other hand, the 300 million native speakers of English are to be found in every continent, and an equally widely distributed body of second language speakers, who use English for their day-to-day needs, totals over 250 million. Finally, if we add those areas where decisions affecting life and welfare are made and announced in English, we cover one-sixth of the world’s population.

Worldwide over 1.4 billion people live in countries where English has official status. One out of five of the world’s population speaks English with some degree of competence. And by 2000 one in five- over one billion people  will also be learning English. Over 70% of the world’s scientists read English. About 85% of the world’s mail is written in English. And 90% of all information in the world’s electronic retrieval systems is stored in English. By 2010, the number of people who speak English as a second or foreign language will exceed the number of native speakers. This trend will certainly affect the language.

English is used for more purposes than ever before. Vocabularies, grammatical forms, and ways of speaking and writing have emerged influenced by technological and scientific developments, economics and management, literature and entertainment genres. What began some 1,500 years ago as a rude language, originally spoken by obscure Germanic tribes who invaded England, now encompasses the globe.

Barriers of race, colour and creed are no hindrance to the continuing spread of the use of English. Besides being a major vehicle of debate at the United Nations, and the language of command for NATO, it is the official