my own way to excellence in ell

7/31/2019 My Own Way to Excellence in ELL

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E L B A M N D E Z G A R C A

A C A D E M I C I N - P R O G R E S S R E S E A R C H R E P O R T

M E X T E S O L 3 9 T H I N T E R N A T I O N A L C O N V E N T I O NP U E R T O V A L L A R T A , J A L I S C O , M E X I C O

O C T O B E R 1 8 T H - 2 1 S T , 2 0 1 2 L E A D I N G T H E W A Y T O E X C E L L E N C E I N E L T

My own way to excellence in

ELL


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My own way to excellence in ELL

ELT

English Language Teaching

ELL

English Language Learning Learners do excel at language learning

While L1 acquisition is relatively free of substantialindividual variation, the opposite is true of thelearning of an L2 (Drnyei, 2009:180).


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This report acknowledges individual learnerdifferences, as well as individual learner challengesand achievements.


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Each learner has his/her own excellence parameters

It is our job to help them find those excellenceparameters

Challenge your learner (s) within (their) his/herexcellence parameters


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Three learners who might be considered lowproficiency learners (Cruz, Mendez, Rosas, 2011)

To determine learners (learners) excellence

parameters To challenge each learner within his/her own

excellence parameters.


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Elo (Business

Administration)

abroad

estudents.wmv [sic] http://www.youtube.co

m/watch?v=ONBU9evL5fM&feature=youtu.be

Hardworking, forgetfull,not good at networking

with classmates.

Good at immitating,following instructionsand copying models.

Keeps materials handy

Covers face with hair andavoids eye contact.

Finds it hard to articulatea string of words loudlyenough to be heard.
http://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.behttp://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.behttp://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.behttp://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.behttp://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.behttp://www.youtube.com/watch?v=ONBU9evL5fM&feature=youtu.be


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References

Learners may have the sophisticated thoughts andemotions of an adult, but the language of a child in whichto express them (Horwitz et. al. 1986 in MacIntyre p. 67)

Qualitative research has demonstrated the intense

anxiety felt by some students, who have reported feelinglike an idiot, a babbling baby and a total dingbat.

Anxious learners will tend to remain anxious becausethey tend to withdraw from situations that mightincrease their proficiency.

MacIntyre (2002)


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Beln (Law School) Vdeo bienvenida

http://www.youtube.com/watch?v=8m6LRf-I1lU

Outgoing, talktative,sociable, hardworking

Good at working andinteracting with others,

likes to write in English Changes seat

enthusiastically, finds iteasy to catch up.

Finds it hard butachievable to articulate astring of words
http://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lUhttp://www.youtube.com/watch?v=8m6LRf-I1lU


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References

Robinson argues that all adult L2 learning isfundamentally similar, drawing on consciousinformation processes under executive control, andthat individual differences in the extend of learning

can be predicted by measures of IDs in cognitiveresources, but importantly, only when thosecognitive resources are drawn on by the processingdemands of specific learning task conditions which

implicate them.

(Robinson, 2002:221-222)


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References

Learners may have the sophisticated thoughts andemotions of an adult, but the language of a child in whichto express them (Horwitz et. al. 1986 in MacIntyre p. 67)

Qualitative research has demonstrated the intense

anxiety felt by some students, who have reported feelinglike an idiot, a babbling baby and a total dingbat.

Anxious learners will tend to remain anxious becausethey tend to withdraw from situations that mightincrease their proficiency.

MacIntyre (2002)


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Laura1 Spontaneous talk http://www.youtube.com/

watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7

919C79556507CB2&lf=plpp_video&playnext=2

(BA in ELT) A2+ a B1 / B1 / B1

Has a brother who speaksEnglish (immigrant to theUSA)

Wont speak to brother inEnglish (embarrassed,

nervous, afraid ofmistakes)

Shy, finds it hard to makeeye contact.

Hardworking, good atnote-taking (good listener),following instructions andimitating
http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2http://www.youtube.com/watch?v=Zw7QLyCkKTs&feature=autoplay&list=PL7919C79556507CB2&lf=plpp_video&playnext=2


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Diana1 Spontaneous talk http://www.youtube.com/

watch?v=Si8l-tYKW8k&list=HL13505350

04&feature=mh_lolz (BA in ELT) A2- / A2 / A2+

Likes going to school andtalking to friends,dedicated, good atfollowing instructions and

working in a team, hands

in all assignments. Shy, a bit childish and too

self-aware at times.

Seems to believe herstrengths and weaknesses

are a permanent state. Finds it hard to describe

events and give reasons.
http://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolzhttp://www.youtube.com/watch?v=Si8l-tYKW8k&list=HL1350535004&feature=mh_lolz


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Drnyei (2009)

Claims that ID (individual differences) has becomeincreasingly insufficient to understand the

complexity of learner-based performance variation. Proposes that the learners contribution to the

learning process can be best understood within adynamic systems theory (DST).


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MY STUDENT (NAME)

Prepared talk

Spontaneous talk

Reasons to learnEnglish

Common EuropeanFramework band (A2- / A2/ A2+ / B1-)

Likes , good at ... A bit ...

Wont

easily.

Seems to believe ... Finds it hard to ...


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Uniqueness

People differ from each other in virtually every one oftheir attributes and every way of functioning.

FLA relatively free of individual variation? Areas of L1 competence such as vocabulary size or

pragmatic skills display considerable inter-individualdifferences.

Drnyei (2009)


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References

Cruz, S. Mendez, E. Rosas, M. (2011). Assessing oral skillsdevelopment in low-level proficiency students: BUAP BA in ELT.IV

International Qualitative Research Conference Approaches ToQualitative ResearchGuanajuato, Gto. June 7, 2012

Drnyei, Z. (2009). The psychology of second language acquisition.Oxford University Press.

MacIntyre, P. D. (2002). Motivation, anxiety and emotion in SLA.In Robinson, P. 2002 (ed.)Individual Differences and Instructed

Language Learning. John Benjamins Publishing. Robinson, P. (2002). Effects of individual differences in intelligence,

aptitude and working memory on adult incidental SLA. InRobinson, P. 2002.(ed.)Individual Differences and Instructed

Language Learning. John Benjamins Publishing. Sanz, C. (2005).Adult second language acquisition. Washington, D.

C. Georgetown University Press.

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