Affective Grammar, Effective Grammar

Or how to have fun whilst preparing for the exam

Marina Rabadán-Gómez
Languages @ LeedsMet

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

Setting the context: Higher Education (Higher) Education Dicotomy Tradition Grammar Translation Cognitive LOs Summative Assessment FTUGs Innovation Common European Framework of Reference for languages (CEFR) Affective LOs Continuous Assessment Adult Learners (PTLP) .1.

2. The affective domain: motivation vs anxiety Bloom’s taxonomy (1956) Cognitive domain Affective domain Psychomotor domain .

mood.2) . after all. or attitude which condition behaviour” (p.2) “motivation. feeling.2. The affective domain: motivation vs anxiety Arnold (1999) “aspects of emotion.” (p. is better guided by a move towards pleasure (…) than by a move away from pain.

2. The affective domain: motivation vs anxiety .

Set personally meaningful goals. Enable the learners to believe that their work will lead to powerful effects. 1. Cooperation is a useful real-life skill. Make the fantasies intrinsic rather than extrinsic. Recognition differs Okan (2003) . Fantasy Learners use mental images of things and situations that are not actually present to stimulate their behavior. 1. Control People have a basic tendency to want to control what happens to them. The affective domain: motivation vs anxiety 1. 3. 1.2. Curiosity Something in the physical environment 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. Make attainment of goals probable but uncertain. 4. Cooperation requires and develops interpersonal skills.e. Competition sometimes reduces the urge to be helpful to other learners.. People are best motivated when they are working toward personally meaningful goals whose attainment requires activity at a continuously optimal (intermediate) level of difficulty. 2. Help learners imagine themselves using the learned information in real. 4. Recognition requires that the process or product or some other result of the learning activity be visible. People who lose at competition often suffer more than the winners profit. 2. Competition Learners feel satisfaction by comparing their performance favorably to that of others. Competition occurs naturally as well as artificially. Cooperation occurs naturally as well as artificially. 3. Competition is more important for some people than for others. Cooperation Learners feel satisfaction by helping others achieve their goals. Cooperation is more important for some people than for others. Stimulate cognitive curiosity by making a person wonder about something (i. Factor Challenge Description 1. Related Guidelines 2. Table 5. 3. The Factors That Promote Intrinsic Motivation. 1. Recognition Learners feel satisfaction when others recognize and appreciate their 2. 1. 2. Allow learners to freely 4. 2. Relate goals to learners' self esteem. Make a game out of settings. Make clear the causeand-effect relationships between what students are doing and things that happen in real life. 3. Stimulate sensory curiosity by making abrupt changes that will be perceived by the senses. 3.1. stimulate the learner's interest). Give enroute performance feedback. 2.

A testing question might be: ‘Would the learners be happy to do this activity in their own language?’” (p.What is a “game”? Wright et al. (2006) “‘game’ to mean an activity which is entertaining and engaging. often challenging.1) . and an activity in which the learners play and usually interact with others.

1983. 1980. 1987. (Lepper & Malone. and offer just the right amount of challenge (…) Games which succeed in facilitating learning have the additional characteristic of improving skills or knowledge.Why using games? Okan (2003) “Good games are fun. 1987. intrinsically motivating. Malone. Malouf. Malone & Lepper. Malone. 1988)” .

motivate and interest learners (Dempsey. Pierfy. Gilley & Rasmussen. 1993. and improve reasoning skills and higher order thinking (Mayland. Rieber. 1994. 1990. 1993) 2.. Jacobs & Dempsey. Lucassen.Why using games? Okan (2003) “Research suggests that gaming in its various forms can: 1. in press. Wood & Stewart. 1987)” . increase retention of subject material (Dempsey et al. 1977) 3.

3. to pass the exam! Elements to take into account: Syllabus Cohort profile Students’ profiles Environment Motivation . Our goal: to learn. to have fun.

4. Playing in the system: examples of good practice Practical examples .

4.A1 - . Playing in the system: examples of good practice ERROR ANALYSIS .

Playing in the system: examples of good practice TABOO .4.B1 - .

Playing in the system: examples of good practice WORD FORMATION .4.B2 - .

4.C1 - . Playing in the system: examples of good practice FALSE FRIENDS .

Playing in the system: examples of good practice .4.

What type of games / quizzes / contests do you use in your language class? 2. Can you think of an example of grammar-focused game or ludic activity you use / would like to use in class? . When and what do you use them for? 3.5. Sharing our experiences 1.

Effective Grammar Grammar Short Ludic Contextualized: Motivating  Extrinsic focused significant learning motivation: linguistic and academic results  Intrinsic motivation: challenging and positively competitive They work!! .Affective Grammar.

. (1981). Handbook I: Cognitive Domain. Cognitive Science. W. Bloom. New York: Longmans. T. B.Bibliography      Arnold.). Farr (Eds. Aptitute. Z.. (1987).. J. Conative and affective process analyses (pp.H. J. (1956). (2003) Edutainment: is learning at risk? British Journal of Educational Technology..R. R. T. & Lepper. Snow & M.. 5(4). Taxonomy of educational objectives: the classification of educational goals. Malone. Engelhart. W. 4 (3) 255-264. CUP. . Toward a Theory of Intrinsically Motivating Instruction.S. Hill. Furst E. Green.J. 223-253). (1999) Affect in Language Learning. W. Malone. M. & Krathwohl. Okan. Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. E. In R. Learning and Instruction: III.D. 333-369. D. M.

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