Teaching English effectively : (Record no. 84480)

MARC details
000 -LEADER
fixed length control field 09508nam a22004693i 4500
001 - CONTROL NUMBER
control field EBC1640282
003 - CONTROL NUMBER IDENTIFIER
control field MiAaPQ
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191126114522.0
006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS
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007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 191125s2013 xx o ||||0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9783954895809
Qualifying information (electronic bk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN 9783954890804
035 ## - SYSTEM CONTROL NUMBER
System control number (MiAaPQ)EBC1640282
035 ## - SYSTEM CONTROL NUMBER
System control number (Au-PeEL)EBL1640282
035 ## - SYSTEM CONTROL NUMBER
System control number (CaPaEBR)ebr10856527
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)871779617
040 ## - CATALOGING SOURCE
Original cataloging agency MiAaPQ
Language of cataloging eng
Description conventions rda
-- pn
Transcribing agency MiAaPQ
Modifying agency MiAaPQ
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number PE1068.G4 -- .O36 2014eb
082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 428.007
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Okon, Katharina.
9 (RLIN) 88207
245 10 - TITLE STATEMENT
Title Teaching English effectively :
Remainder of title with special focus on learners' interests.
250 ## - EDITION STATEMENT
Edition statement 1st ed.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Hamburg :
Name of producer, publisher, distributor, manufacturer Diplomica Verlag,
Date of production, publication, distribution, manufacture, or copyright notice 2013.
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Date of production, publication, distribution, manufacture, or copyright notice ©2014.
300 ## - PHYSICAL DESCRIPTION
Extent 1 online resource (66 pages)
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term computer
Media type code c
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term online resource
Carrier type code cr
Source rdacarrier
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Teaching English effectively -- Table of contents -- Introduction - What is the thesis about? -- 1. Motivation and Interest defined -- 1.1 Motivation -- 1.2 Motivation to learn -- 1.3 Intrinsic motivation and extrinsic motivation -- 1.4 Interest -- 2. The importance of interest for language learning in the classroom -- 3. Creating motivational conditions in the classroom -- 3.1 Focus on the teacher -- 3.2 Focus on the learner -- 3.3 Atmosphere in the classroom -- 3.4 Focus on the lesson -- 4. How to increase motivation by including the learners' interests- a research -- 4.1 Aims of the research -- 4.2 The questionnaire -- 4.3 Results of the questionnaire -- 4.4 Evaluation of the results -- 5. The consideration of learners' interests - with a view to the English Lower Saxony Core Curriculum -- 6. Conclusion -- References -- Appendices.
520 ## - SUMMARY, ETC.
Summary, etc. There are several ways of enhancing students' motivation in the EFL classroom but an important one is to create the lesson on the basis of the learners' interests. Everyone who looks back on former school days, might remember that learning was more enjoyable when the topics were interesting and furthermore, when they were handled in an exiting way. The intention of this study is to present several ideas of improving the general motivation in the classroom. In addition to that, the current interests of students from German secondary schools and the consideration of the interests in the common English classroom will be presented with the help of a questionnaire. Part one gives an overview of the terms interest and motivation in its psychological context and in relation to their meaning in the English classroom. The second part mentions the importance of incorporating students' interest in the learning classroom. Further, the third part deals with several possibilities of creating motivational conditions in the L2 classroom. Part four presents the results and the evaluation of a research which was conducted on the basis of the theoretical aspects. Part five deals with the content of the Lower Saxony Core Curriculum and the way it considers the students' interests. Finally, the author sums up the results of the research and draws a conclusion.   Auszug aus dem Text Text Sample: Chapter 3, Creating motivational conditions in the classroom: Before motivation can be effective in the EFL classroom elementary conditions are needed which are created by the teacher, the learners and their environment. Thus, this section brings the motivational influences of the teacher and of the group in the language classroom into focus. The environment in the classroom is another important factor that will be dealt with. Depending on whether these specific conditions
520 8# - SUMMARY, ETC.
Summary, etc. exist, motivation or demotivation will be the result. 3.1, Focus on the teacher: Usually, the common language lesson is designed by the teacher. She/he decides how the lesson is structured, which materials and methods are used, which topics are discussed and when the lesson starts and accordingly ends. In a nutshell, the teacher plays the leading role in the classroom. The behaviour of the teacher influences the learning process and the motivational conditions of the students for the most part. Dörnyei (2007:31) stated that a selfconducted survey showed that 'the participants considered the teacher's own behaviour to be the single most important motivational tool". Concerning the motivational effect of the teacher, Harmer (2007:20) stated that 'one of the teacher's main aims should be to help students to sustain their motivation". Now, what are the behavioural factors of the teacher that effect students' motivation? The following paragraphs will present the main three aspects of teacher behaviour that have great impact on the general student motivation. These are: The teachers' personal characteristics, teacher closeness and classroom management (Dörnyei 2001:35). 3.1.1, Personal characteristics: As mentioned above, the behaviour of a teacher in class is one of the most effective factors for creating motivation in the language learning classroom. It is understood that an unmotivated teacher is unable to affect the learners' interaction in the classroom positively. An unprepared and boring teacher will not create a motivating atmosphere in the classroom. 14 It is necessary to help the students to be interested throughout a longer period in the subject, so that they will acquire the learning aim (see Section 2). Csikszentmihalyi (1997, cited in Dörnyei 2001:177) stated that popular teachers have the most influence on the students' development,
520 8# - SUMMARY, ETC.
Summary, etc. because they behave in a way that is motivating to the students. Outstanding characteristics of a popular teacher are enthusiasm and emotions. Enthusiastic teachers are interested in their own subject and are able to infect the students with their interest by showing dedication and passion 'that there is nothing else on earth they would rather be doing" (Dörnyei 2001:178). In order to motivate the students to learn, the teacher must be aware of the value of the curriculum's content and the methods she/he will use for implementing it (Brophy 2010:214). Then, the teacher might be able to explain why this specific content of the lesson is important for the students. According to Brophy (2010:215), most students will learn better if they understand the value of activities and the importance of learning English, for example: 'Speaking English enriches life in many ways" (Dörnyei 2007:33). Of course, a teacher would only clarify the importance of the subject authentically if she/he believes in it as well. Concerning this theory, Csikszentmihalyi (1997:77, cited in Dörnyei 2001:178) stated the following: If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit, the student will sense this and derive the entirely rational conclusion that the particular subject matter is not worth mastering for ist own sake. Now, if a teacher wants to enhance the general motivation in the EFL classroom he needs to share her/his own interest with the students (Dörnyei 2007:33). According this, the teacher should not to be too emotional regarding to the own subject or to a specific topic of the lesson. It might be funny for the students if the teacher, for example, begins to cry while dealing with Romeo and Juliet or if she/he cannot control her/his anger (Dörnyei 2007:33). If a teacher is not able to deal with own emotions she/he might
520 8# - SUMMARY, ETC.
Summary, etc. make a fool of her-/himself and he probably will lose the students' respect (Dörnyei 2007:32). 15 A further factor of the teachers' personality is: competence. According to this, Pintrich and Schunk (1996:167) stated the following: Perceived model competence aids observational learning because students are more likely to attend and pattern their actions after models who perform successfully than those less competent. According to Pintrich and Schunk (1996:167), the factor competence depends, consequently, more on the function of a role model. Of course, competence of a teacher would not necessarily cause motivation (Pintrich and Schunk 1996:168) but students might take a competent teacher more seriously than one, who performs poorly.   Biographische Informationen Katharina Okon was born in Brunsbüttel, a town in the North of Germany, in 1985. She obtained a bachelor's degree in science in 2009, and a master's degree in education in 2010, both from the University of Hildesheim, Lower Saxony. During her studies, the author gained wide experience of teaching English in a modern way. With regard to the change of teaching English in the foreign language classrooms, she decided to focus on this topic.
588 ## - SOURCE OF DESCRIPTION NOTE
Source of description note Description based on publisher supplied metadata and other sources.
590 ## - LOCAL NOTE (RLIN)
Local note Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English language -- Study and teaching -- Germany.;English language -- Study and teaching (Secondary).
9 (RLIN) 88208
655 #4 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Electronic books.
9 (RLIN) 88209
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Print version:
Main entry heading Okon, Katharina
Title Teaching English effectively: with special focus on learners’ interests
Place, publisher, and date of publication Hamburg : Diplomica Verlag,c2013
International Standard Book Number 9783954890804
797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN)
Corporate name or jurisdiction name as entry element ProQuest (Firm)
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1640282">https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1640282</a>
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