Affective Grammar, Effective Grammar

7/31/2019 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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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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Blooms taxonomy (1956)

Cognitive domain

Affective domain

Psychomotor domain


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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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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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TABOO- B1 -


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WORD FORMATION - B2 -


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FALSE FRIENDS - C1 -


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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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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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Affective Grammar, Effective Grammar