By Dr Zoltan Dörnyei
This quantity offers an summary of the speculation of motivation and applies it to sensible talents and techniques, offering new insights into the sphere of motivational stories and its implications for second-language pedagogy.
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11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Explain things simply. Give explanations we understand. Teach at a pace that is not too fast and not too slow. Stay with a topic until we understand. Try to ®nd out when we don't understand and then repeat things. Teach things step-by-step. Describe the work to be done and how to do it. Ask if we know what to do and how to do it. Repeat things when we don't understand. Explain something and then use an example to illustrate it. Explain something and then stop so we can ask questions.
After all, given that this system has developed through long years of exposure to varied world experiences, isn't it an illusion for us, teachers, to expect to be able to make lasting changes in it? This is indeed a valid concern but there is some hope. Although values cannot be transmitted directly through traditional instruction, they can be socialised rather effectively through three processes: 51 Motivational Strategies in the language classroom . exposure to respected models who exhibit them; .
Strategy 6 Promote the development of group cohesiveness. More speci®cally: . . . . Try and promote interaction, cooperation and the sharing of genuine personal information among the learners. Use ice-breakers at the beginning of a course. Regularly use small-group tasks where students can mix. Encourage and if possible organise extracurricular activities and outings. Try and prevent the emergence of rigid seating patterns. Include activities that lead to the successful completion of whole-group tasks or involve small-group competition games.