UNIT 11: THE ROLE OF ERROR

     In this unit I learned that making mistakes plays an important role in the learning process. It is useful since learners can realize their own errors and learn from them. Furthermore, I kept in mind that mistakes are categorized into two types that are: errors and slips. 

     First of all, errors take place when learners attempt to use grammar or any other feature that they have not learned yet. Meanwhile, slips take place when learners feel tired, worried or with any other feeling that does not let them think accurately. That would be wildly optimistic to say that learners can avoid commiting mistakes by correcting themselves, either doing pair work or re-reading their own works.  Thus, the main reason of making errors is the interference of the mother tongue when trying to use the second language. Another reason is that learners unconsciously participate in discussions or instant conversation in which they work out language without being aware of these developmental errors. 

     Above all,  what really matters is how we as future teachers may apply the role of error in the classroom, and I consider it may first be treated, otherwise learners get accustom to overgeneralization and even fossilization. We can help learners through avoding orrection in public, instead, we have to write notes as feedback, either on writing forms or after giving an oral presentation. it will help learners realize their mistakes and check information about what they do not have to do the next time. 

     In conclusion,  there are so many activities we can apply in order to prompt leaners to do right work. It is all in the teachers hands to make learners aware of their weeknesses, through reformulation and constant interaction. 

Role of errors in the classroom

Websites you can visit the following books:

1. Bllash, B. (2009). Error Correction in the Language Classroom, U.S. 

2. Rezaei, S. (2011). Corrective Feedback in SLA: Classroom Practice and Future Directions. Iran.

UNIT 10: EXPOSURE AND FOCUS ON FORM

     In this unit I got lots of acknowledgement about coping with motivation when teaching and learning. 

     Firstly, it is significant to keep in mind that motivation refers to the thoughts and feelings that encourage students to learn. Moreover, I learned that there are several factors that have a lot to do with motivation within the classroom, they are: knowledge of the language being used as the key of communication and reaching practical achievement. Also, the target language culture has a profound effect on the language we are learning since learning a language is not only learning how to say or write expressions. It is knowing how to deal with the target customs and traditions which involve all cultural background and behavior. Confidence as well as autonomy plays a great role when learning a second language, because it all depends on the predispotion learners use to study entirely on their own and gain information, etc. 

     Secondly, I may apply motivation in my classes by proving scaffolding. Making learners realize that being able to speak and convey messages through a second language has it own advantages. For example, I may praise learners by publishing their best works in the school newspaper or otherwise in the clipboard usually te first day of the week as a prize for their effort. In addition, the content from the cousebook may not be completely followed, I may bring extra material, activities, games and videos in order to make learners feel part of the class. All of these may make them feel motivated. Given that motivation may have variations such as unmotivation and demotivation, we must be totally aware of their differences. Unmotivation is when the learner himself has not been motivated in any way, while demotivation refers to the state of loosing their motivation due to a bad comment, laziness, tiredness, etc. 

     To sum up, motivation is the all the feelings and desires to want to continue doing something, it is achieved through encouragement and support from others who may be the teacher, classmates, parents, etc. 

Websites you can visit:

1. Long, H. (1997). Focus on Form in Task-Based Language Teaching. McGraw-Hill Companies, Hawaii.

2. Quizlet,TKT Module 1, Unit 10: Exposure and focus on form. Retrived from: http://quizlet.com/13032287/tkt-module-1-unit-10-exposure-and-focus-on-form-flash-cards/

UNIT 9: MOTIVATION

     In this unit I got lots of acknowledgement about coping with motivation when teaching and learning. 

     Firstly, it is significant to keep in mind that motivation refers to the thoughts and feelings that encourage students to learn. Moreover, I learned that there are several factors that have a lot to do with motivation within the classroom, they are: knowledge of the language being used as the key of communication and reaching practical achievement. Also, the target language culture has a profound effect on the language we are learning since learning a language is not only learning how to say or write expressions. It is knowing how to deal with the target customs and traditions which involve all cultural background and behavior. Confidence as well as autonomy plays a great role when learning a second language, because it all depends on the predispotion learners use to study entirely on their own and gain information, etc. 

     Secondly, I may apply motivation in my classes by proving scaffolding. Making learners realize that being able to speak and convey messages through a second language has it own advantages. For example, I may praise learners by publishing their best works in the school newspaper or otherwise in the clipboard usually te first day of the week as a prize for their effort. In addition, the content from the cousebook may not be completely followed, I may bring extra material, activities, games and videos in order to make learners feel part of the class. All of these may make them feel motivated. Given that motivation may have variations such as unmotivation and demotivation, we must be totally aware of their differences. Unmotivation is when the learner himself has not been motivated in any way, while demotivation refers to the state of loosing their motivation due to a bad comment, laziness, tiredness, etc. 

     To sum up, motivation is the all the feelings and desires to want to continue doing something, it is achieved through encouragement and support from others who may be the teacher, classmates, parents, etc. 

Websites you can visit:

1. Chueca, O. (2012). Quality Development at School in Company Classes: Motivating Teaching & Learning Methods. DG. NY.

2.Brophy, J. (2004). Quality Development at School in Company Classes: Motivating Students to Learn. Second Edition. London. NY.

3. Boekaerts, M. (NY). Motivation to Learn: International Academy of Education. Chicago. NY.