affective grammar, effective grammar
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Affective Grammar, Effective Grammar
Or how to have fun whilst preparing for the exam
Marina Rabadn-Gmez
Languages @ LeedsMet
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Affective Grammar, Effective Grammar
1. Setting the context: HE
2. The affective domain: motivation vs anxiety
3. Our goal: to learn, to have fun, to pass the exam!
4. Playing in the system: examples of good practice
5. Sharing our experiences
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1. Setting the context: Higher Education
(Higher) Education Dicotomy
Tradition Innovation
Grammar Common European FrameworkTranslation of Reference for languages (CEFR)
Cognitive LOs Affective LOs
Summative Continuous
Assessment Assessment
FTUGs Adult Learners (PTLP)
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2. The affective domain: motivation vs anxiety
Blooms taxonomy (1956)
Cognitive domain
Affective domain
Psychomotor domain
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2. The affective domain: motivation vs anxiety
Arnold (1999)
aspects of emotion, feeling, mood, or attitude which
condition behaviour (p.2)
motivation, after all, is better guided by a move
towards pleasure () than by a move away frompain. (p.2)
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2. The affective domain: motivation vs anxiety
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2. The affective domain: motivation vs anxiety
Table 5.1. The Factors That Promote Intrinsic Motivation.
Factor Description Related Guidelines
Challenge People are best motivatedwhen they are working
toward personally
meaningful goals whose
attainment requires
activity at a continuouslyoptimal (intermediate)
level of difficulty.
1. Set personallymeaningful goals.
2. Make attainment of goalsprobable but uncertain.
3. Give enrouteperformance feedback.
4. Relate goals to learners'self esteem.
Curiosity Something in the physicalenvironment attracts the
learner's attention or there
is an optimal level of
discrepancy between
present knowledge or
skills and what these
could be if the learner
engaged in some activity.
1. Stimulate sensorycuriosity by making
abrupt changes that will
be perceived by the
senses.2. Stimulate cognitive
curiosity by making a
person wonder about
something (i.e., stimulate
the learner's interest).
Control People have a basictendency to want to
control what happens to
them.
1. Make clear the cause-and-effect relationships
between what students are
doing and things that
happen in real life.2. Enable the learners to
believe that their work
will lead to powerful
effects.3. Allow learners to freely
Fantasy Learners use mental imagesof things and situations that
are not actually present to
stimulate their behavior.
1. Make a game out oflearning.
2. Help learners imaginethemselves using the
learned information in
real- life settings.
3. Make the fantasiesintrinsic rather thanextrinsic.
Competition Learners feel satisfaction bycomparing their
performance favorably to
that of others.
1. Competition occursnaturally as well as
artificially.2. Competition is more
important for some
people than for others.3. People who lose at
competition often
suffer more than the
winners profit.4. Competition
sometimes reduces theurge to be helpful to
other learners.
Cooperation Learners feel satisfaction byhelping others achieve their
goals.
1. Cooperation occursnaturally as well asartificially.
2. Cooperation is moreimportant for some
people than for others.3. Cooperation is a useful
real-life skill.4. Cooperation requires
and developsinterpersonal skills.
Recognition Learners feel satisfactionwhen others recognize and
appreciate their
1. Recognition requiresthat the process or
product or some other
result of the learning
activity be visible.2. Recognition differs
Okan (2003)
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What is a game?
Wright et al. (2006)
game to mean an activity which is entertaining and
engaging, often challenging, and an activity in whichthe learners play and usually interact with others. A
testing question might be: Would the learners be
happy to do this activity in their own language? (p.1)
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Why using games?
Okan (2003)
Good games are fun, intrinsically motivating, and
offer just the right amount of challenge () Gameswhich succeed in facilitating learning have theadditional characteristic of improving skills orknowledge. (Lepper & Malone, 1987; Malone, 1980;
Malone, 1983; Malone & Lepper, 1987; Malouf,1988)
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Why using games?
Okan (2003)
Research suggests that gaming in its various forms can:
1. motivate and interest learners(Dempsey, Lucassen, Gilley
& Rasmussen, 1993)
2. increase retention of subject material(Dempsey et al.,1994; Jacobs & Dempsey, 1993; Pierfy, 1977)
3. and improve reasoning skills and higher order thinking(Mayland, 1990; Rieber, in press; Wood & Stewart, 1987)
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3. Our goal: to learn, to have fun,to pass the exam!
Elements to take into account:
Syllabus
Cohort profile
Students profiles
Environment
Motivation
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4. Playing in the system:examples of good practice
Practicalexamples
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4. Playing in the system:
examples of good practice
ERRORANALYSIS- A1 -
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4. Playing in the system:
examples of good practice
TABOO- B1 -
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4. Playing in the system:
examples of good practice
WORD FORMATION - B2 -
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4. Playing in the system:
examples of good practice
FALSE FRIENDS - C1 -
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4. Playing in the system:
examples of good practice
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5. Sharing our experiences
1. What type of games / quizzes / contests do you use
in your language class?
2. When and what do you use them for?
3. Can you think of an example of grammar-focused
game or ludic activity you use / would like to use inclass?
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Affective Grammar, Effective Grammar
Grammar focusedShort
Ludic
Contextualized: significant learningMotivating
Extrinsic motivation: linguistic and academicresults
Intrinsic motivation: challenging andpositively competitive
They work!!
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Bibliography
Arnold, J. (1999) Affect in Language Learning. CUP.
Bloom, B.S., Engelhart, M.D., Furst E.J., Hill, W.H., & Krathwohl, D.R.(1956). Taxonomy of educational objectives: the classification ofeducational goals; Handbook I: Cognitive Domain. New York: Longmans,Green.
Malone, T. W. (1981). Toward a Theory of Intrinsically MotivatingInstruction. Cognitive Science, 5(4), 333-369.
Malone, T. W., & Lepper, M. R. (1987). Making Learning Fun: ATaxonomy of Intrinsic Motivations for Learning. In R. E. Snow & M. J.Farr (Eds.), Aptitute, Learning and Instruction: III. Conative and affectiveprocess analyses(pp. 223-253).
Okan, Z. (2003) Edutainment: is learning at risk? British Journal ofEducational Technology, 4 (3) 255-264.
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