News Curriculum For Excellence
News Curriculum For Excellence
Autonomy in learning
"Men are born ignorant, not stupid, they are stupid by education."
– Bertrand Russell (mathematician and philosopher)
"Education is not filling a bucket, but lighting a fire."
– William B. Yeats (poet)
"… A liberal education frees a man from the prison of their class, race, time, location, staff, family and even nation. "
– Robert M. Hutchins (educator)
"The goal of education is that people can continue their studies. The purpose and reward of learning capacity continues to grow. "
– John Dewey (philosopher / educator)
Summary
The aim of this paper is to provide foreign language (FL) with instructors of various methods effective way to motivate their students involved in learning and create a fun classroom environment where every student can succeed and increased competition. The work is included with the SDT (SDT) and its application in the language classroom (Deci and Ryan, 2002). Recommendations FL teachers are addressed on how to help pupils to three needs psychological autonomy, competence, and relationship (Connell & Wellborn 1991), to create pleasant and relaxed environment in the classroom that can support learning and promote student the highest level of academic achievement in education from Florida.
The importance of teaching culture and the use of authentic materials teaching Arabic as a foreign language (AFL) will be discussed in depth in this document. The "Ten Commandments to motivate language students" (and Dornyei CSIZER, 1998, p. 215), and the difference between intrinsic motivation and extrinsic (Fisher 1978) will be discussed. A concrete example of how the application of special and differential treatment motivated the students in the class # 108 and helped them to succeed and achieve higher levels of competition in the Instruction AFL ME II Institute Defense Language (DLI).
Introduction
The motivation of this word is derived from the Latin verb "go", suggesting the idea of movement. Motivation is something that keeps us moving and helps us to accomplish tasks according to Pintrich and Schunk (2002). By Ryan and Deci (2000), to be motivated means to be moved to do something. Motivation plays a crucial role in learning students. It can lead to students to increase their efforts and energy to learn and improve their performance. It also leads students to be persistent and take initiatives. Many educators agree that motivate foreign language (FL) students is extremely necessary and essential in the learning process. Many studies found that there was a strong correlation positive relationship between motivation and academic achievement. From my experience as an instructor in Florida, I found that much of the student success in language learning is due to motivational strategies adopted by instructors teaching strategies. I think all teachers of foreign languages should be given instruction in the workshop where and when they plan instruction. Throughout this article, I will discuss ways to motivate students and engage them in learning FL. The purpose of this document will teach Arabic as Foreign Language (AFL) because it is one of the languages most needed today in spite of a less commonly taught languages (LCTL) in the United States.
Importance of this article
In January 2006, President Bush presented the "National Security Language Initiative which aims to increase the number of American students learning foreign languages, particularly "critical need languages" such as Arabic (Taha, 2007). Molloy (2007) reported a severe shortage of Arab linguists and deficiency in the U.S. federal government agencies. Government Federal spending thousands of dollars for each student who learned Arabic in the 63 weeks of instruction at the Defense Language Institute (DLI), in exchange to meet the demand of the great commandment of Arab linguists, who can protect the U.S. against terrorism. The program is equipped AFL with the latest technologies in the world, like a Tablet PC and an I-pod provided to each student and teacher, in addition to providing each classroom with a smart board, since the technology is considered an effective way to motivate students FL. The LEP adopts the latest trends in education. The DLI are trained in the flight levels and encouraged to pursue their higher education degrees.
Despite all efforts made by the AFL for the program, there is still a significant number for students who do not complete the course and placed on older units quit or are removed from the program. A significant number of students who complete the program successfully, you still can not achieve the goal DLI 2 +, 2 + y 2, ILR proficiency levels in listening, reading and speaking orally. The average dropout rate The AFL is considerably high compared to other programs FL. Many findings in the literature attributes the high rate attrition in the programs of FL generally, lack of student motivation. Motivation has been reported as a factor in attrition experienced in language departments (Joynt, 2008). academic motivation, the opposite of academic motivation is an important and widespread, which could contribute to educational difficulties such as desertion (Frederick, 2009, p. 2). Creating a classroom environment that is friendly for students and supports their learning can be a challenge for educators (Jones, Llacer and Newbill, 2009). I think the drafting of a document to deal with different ways to motivate students to give ideas to the AFL AFL and other foreign language teachers on how to motivate and engage students in learning.
extrinsic and intrinsic motivation
Motivation has been identified by many educators and psychologists of extrinsic motivation (EM) and intrinsic motivation (IM). MS occurs when students are forced to learn because of external factors such as money or grades; Gardner (1985) gave her name as the orientation instrumental emphasis on language learners' work or educational opportunities. MI occurs when students are motivated to learn inside because learning brings them pleasure or because they believe that learning is important for them to Gardner orientation overall emphasis on learning languages at any meeting or conversation with a more diverse group of people, or as a means improve the understanding of other people and their lifestyle.
To explain the difference between EM and IM, following examples are provided in each field of language learning. The flow of immigrants and start living in a new community, and the U.S. are intrinsically motivated to learn English as a Second Language (ESL), because they feel it is important to them and they feel the competition in the communications with members of the new community. They would also like to feel part of this new community. In this cases, English is not regarded as a second language, foreign language, immigrants. Some people in the U.S. are intrinsically motivated to learn a FL because they are planning to travel for vacations or business trips in the country of their language, either because they are interested to learn more about the people of that language and culture. LEP students are extrinsically motivated to learn foreign languages for incentives, grade or promotion, or because it is a part of his duty. Students are generally motivated extrinsically to receive good scores on tests or the last month, or to avoid failure, especially if the bug can cause damage, such as deleting classes. I want to take this opportunity to briefly explain the difference between teaching a foreign language and teaching a second language. A good example of teaching a second language teaching ESL for immigrants to the United States and a good example to teach a foreign language to students American education is in the AFL DLI. The difference between the two cases is that second language students feel more motivated to learn the target language because they have the privilege of using the language they learn at school in the real world outside school. Students do not have this opportunity to use what they have learned with native speakers outside the school in real life.
Factors extrinsic motivation, in fact, no reason to cause anxiety, in turn, can lead to a lack of competence or failure. Al-Aeraini (2004) conducted a descriptive study of 266 students to examine the relationship between the factors of motivation and skills language students of Arabic in some American universities through the United States. Al-Aeraini found that factors IM are motivating factors for EM and there are relationships between language skills and both IM and EM factors. Intrinsically motivated students and participate in activities because they like or are interested in these activities. And look for novelty and challenges in learning and broaden their knowledge (Ryan & Deci, 2000). In contrast, extrinsically motivated students participate in activities designed to receive notes, either because they are afraid of failure.
After noting the difference between EM and IM, the question is merged into the surface was which of two theories of motivation is necessary to implement in the classroom for students in learning and help them achieve greater competition, IM or EM. Threatening students of lower classes or failure can not work. Instead, it causes anxiety. interest activities must be designed to encourage students to learn. Teach in a friendly, non-threatening, an attitude that can create the atmosphere relaxed and the class can achieve the goal of motivation and, in turn, advanced students. The idea of creating a relaxed and enjoyable class led me to the light on self-determination Theory (SDT).
FL motivate students use SDT
Although there are many theories of student motivation FL, researchers found that autonomy is the theory most effective in motivating students FL (Deci and Ryan 1985, 1991). Deci and Ryan is a special and differential treatment, which will serve as the theoretical framework of this article. Special and differential treatment under the can motivate students intrinsically satisfying the needs of students of psychological autonomy, competence, and the relationship (Jones, Llacer, Newbill, 2009). The implementation of special and differential treatment can create a relaxed classroom environment where every student can improve and achieve a higher level of competition in FL learning. A phenomenon often linked to motivation is the area of self-directed learning. In many cases the language of the student is intrinsically motivated to seek opportunities outside the classroom to practice their skills (Joynt, 2008).
Teachers can encourage students' autonomy by reducing the control of teachers, maintenance of accounts and students responsible for their own learning and give students the freedom of choice in classroom activities and materials that meet the needs of students, preferences and learning styles to help students with all different learning styles and preferences of success (Jones, 2009). Supporting pupils' competence is achieved by giving students an effective remedy before the tests, with the positive response and effective and interesting tasks that are appropriate for the level of students and can meet the needs of students for psychological competence. Support the relationship of students is achieved through the creation of an interactive, friendly and relaxed in the class FL (Jones, Llacer, Newbill, 2009).
The special and differential treatment has been tested in many areas such as education and have proven their theory of motivation more effectively. Unfortunately, some instructors do not accept this theory, preferring to follow the traditional path of teaching with the instructor and the center of training and the only decision maker. In my opinion, if we were teaching the students in our own way and are still not learning, we try give them more freedom to learn how they think it works for them. Of course, this does not mean we'll stop teaching, teaching or orientation. I return to this point later in this article when I speak of my room classes. Support for student autonomy will help these students to acquire, in addition to language skills and learning strategies that will help make success on the field and be self independent after completing the course. One of the responsibilities of students in the Learning Center (SLC) to meet students DLI obtaining Diploma to teach them to become independent self-taught and still learning the target language. SLC to provide students with the strategies needed and Web site that can support the autonomy of student learning. I highly recommend a bridge between students Learning Center (SLC) and teachers. This will help teachers recognize the importance of supporting students' autonomy during the course help students develop their learning skills that help them to become lifetime learners in the target language. I used the term "autonomy" as equivalent all sides of special and differential treatment "that such autonomy is the center of this theory.
FL motivate students using authentic materials and culture
Culture plays an important role in language learning. The 2007 Report of the Modern Language Association (MLA) has recommended that the goal of education must FL trans-lingual skills and intercultural. The report highlights the importance of cultural knowledge and language skills to understand people and their communities.
Ali Hussein (2006) considered to find the guidelines (initial motivation) of students AFL is very useful and valuable for teachers, materials designers, and coordinators program. According to Hussein Ali, the orientation is the reason why the study of a FL and motivation is a combination of effort and the desire achieve learning objectives more positive attitudes towards language learning the language. It is important to consider the guidelines as a prerequisite for motivation. Activation of motivation before starting to learn the language makes students responsible for their own learning.
Ali Hussein conducted a quantitative study to investigate the initial motivation (orientation) of students in Arabic. The research was conducted 120 students enrolled in first and second year of the AFL. The students were divided into two groups according to their heritage background. A group of students from Arab and Muslim heritage and the second group includes students from all other funds. The results indicate that students have three different orientations AFL: instrumental guidelines, guidelines identification and travel and culture orientations. Research revealed significant differences between heritage and non-students on the instrumental heritage identification and orientation. These results gave suggestions for course offerings, classroom teaching, conservation and sustain the motivation of students during the course. It was students suggested that the teaching of Arab culture of the first day or before the first day of instruction that motivate students to learn the language. In addition, many educators agree that culture is one of the tools to understand the language. My suggestion is to teach students something to the culture before you begin to learn the language.
Joynt (2008) conducted a qualitative study to introduce beliefs students on the role that culture plays in language learning and understanding of students' responses to the use of equipment Multimedia faith. The study presented a relationship between reality and multimedia materials based reasoning Ryan and SDT Decision (2000). Based on the results of the study, Authentic materials from various media have a great impact on students' knowledge general cultural and linguistic learning experience. Results of the study suggest the importance of using materials authentic in the early stages of instruction (Joynt, 2008).
Authentic materials and multimedia culture should be integrated in any program of the AFL. Deficit in the manual DLI AFL, in my opinion, is that introduces students to Arab culture primarily Unit four, five months before the course starts. The role of instructors is the incorporation of authentic materials of various media and Arab culture in the early days of the program. Greater emphasis should be given to cultural knowledge at the beginning of the course (Joynt 2008). I recommend that students surrounds the first day of the program, with photos, real conversations, video clips of various famous cities and in Arab capitals. I think can motivate students to persist in the study of Arabic.
Looking at the different manuals FL, I found that most of them to introduce the culture and faith of the materials the first page. For example, when I was studying French as a second language in high school, the first photo was the Eiffel Tower and was the first dialogue between a tourist who is visiting France and a guide to the sights France.
One day, had a discussion with my colleagues on how to motivate students by using M2 multimedia materials and teaching Authentic Arabic. Some teachers said although there is no authentic materials or any statement on Arab culture across units early years, which allow students to listen to Al-Jazeera for 15 minutes early the first day. Well, there's nothing wrong with this, but this is not the perfect solution for a number of reasons. The first reason is that 15 minutes of exposure to authentic materials for day is not long enough. Second. Al-Jazeera focuses on reporting and analysis of news that is considered the domain level 2 and 3 depending of RIT, which is not adapted to the level of students for one semester. Third, news reports focusing on certain issues that can not be interesting for all students. Students, in fact, need to see videos of the social patterns of daily life of the target language. These videos are what I mean by authentic materials, and motivate students to learn the language and enrich their cultural knowledge. I opinion, students should watch films authentic situations of real life, advertising, television and real conversations between native speakers. The multi-sensory input to generate examples of authentic expression, natural visual images combined with gestures and facial expressions typical real-life communication are engaging and motivating students, in turn, facilitates students' understanding of the language used (Ishihara and Chi, 2004). I believe that giving students the opportunity to see what kind of authentic documents, not only to report facts, at least one session of instruction each day, could motivate students and involve inherent in learning the language.
We have an excellent opportunity now the DLI with a Tablet PC for each student. This luxury is an opportunity for each student to see and hear topics of interest for each of them. In my class, I am willing to give my students a session on the afternoon of the workshop or free search to expose students to authentic materials and of Arab culture. Students have a list of websites and instructed to write reflections on what he saw during free time study. I want to clarify something. free hour free no means the direction of teachers or support. It is free from the control of teachers on teaching materials and decisions. By course, students can make home, but this session at the school, help and advice of native speakers more effectively. Students benefit from teacher-guides, experience, knowledge of culture and language. Reflect on what students watch and the comments they receive from teachers to add more benefits to this free time. This session will also address the needs of students for autonomy. Encourage students to become independent learners from the first day on the course will benefit them in the future, they learn to become learners throughout the Arabic language. The test session will also give each student the opportunity to work at their own pace and according to their own learning strategies if they have, and develop new learning strategies and skills with the scaffolding teachers. In addition, my students are encouraged to choose materials and more activities planned by the teachers. My suggestion is simply to provide students with different activities, different roles, for example, and ask them to match your preferred interests or learning style. Psychologically, once the students choose the activity, material, or a task that is necessary for complete, simply because chose to do so. This will promote accountability and sense of independence among students.
Before move to another point in my speech, I would like to summarize the knowledge of students increasingly "of FL on the target culture through materials Authentic and multimedia to motivate students intrinsically. Activities and giving students freedom of choice regarding the classrooms and equipment teaching intrinsic motivation of pupils, the needs of students of psychological autonomy and help them develop strategies Learning and skills that will help them achieve higher levels of skill and become self-taught, and in turn, students life. All the plans mentioned are used for Class # 108 graduated in February 2009 with 100% success. What made me believe that these strategies can succeed is that students in this class has welcomed the strategies in the questionnaire on completion of training and noted that the successful result of these strategies. This convinced me to adopt the special and differential treatment with my current equipment (809) who will graduate in June 2010.
Using technology in the classroom FL
Thanks to technology in the classroom is in compliance with the SDT, allowing each student to work on their own pace and gives you more freedom in choosing the material of interest. Thanks to technology in education in general, FL, motivates students to use their learning and helps them become independent learners to take the initiative of their own learning. Klassen and Milton (1999) conducted a mixed method research study to evaluate the effectiveness of a multimedia language program based on English. The results of the study indicate that students who have completed the course with the multimedia mode to achieve a significant improvement in listening skills compared to those who have completed the course using the traditional classroom. The results of Klassen and Milton research showed positive changes in the attitudes of students who have completed the course in a manner Multimedia for better learning. I think this kind of attitude change is certainly needed programs of the AFL. Another result of the use of multimedia in language teaching, according to Klassen and Milton is that the classroom became a focus more on learning students and the teacher's role has become more than a facilitator of the center classroom. Students become more responsible their own learning and were able to manage their own time. Students choose when and how often to take breaks.
The AFL programs are in great need of educational programs and games to motivate students to learn the language. One of the best programs we have at the DLI is "Tell Me More." Animo all Arab instructors to teach each student to use, especially in a semester. Unfortunately, only available in the team is not in the computer class Tablet PC for my students to make personal use is using the computer class to learn with this software interesting and effective. Shaalan (2005) describes the development of learning software and similar is used effectively in the AFL. The software is called Intelligent Computer Assisted Language Learning System for Students of Arabic (iCall). The use of technology in learning Arabic Language, Natural Language Processing (NLP) has been explored in the study Shaalan. The techniques of the intrinsic motivation of students, encourage them to produce language in different situations.
Turnoffs
After discussed some of the motivating factors and effective ways to engage students in learning the AFL, I found it useful to discuss some de-motivational factors that impede student learning and engagement and how to overcome these factors. Students The AFL may be discouraged by a number of reasons such as low-ability students learning languages, students' attitudes U.S. against Arabs and Arab culture, the diglossia of the Arabic language and listening anxiety and lack of systematic approach to listening education. You can add these factors to control teachers on classroom instruction and activities, and lack of skills in students feel because of low ratings they receive in their daily and monthly reviews. Some students do not feel qualified Since given the negative comments they receive from their teachers or peers. Others are discouraged because of their lack of sense of connection in the classroom because the lack of interaction between students and the lack of cooperation of learning strategies. Cooperation strategies learning could lead students to understand others, learn from each other and explore other strategies learning.
Ability to language learning
Students with low skills Learning languages can easily leave if they are not motivated. It is the role of instructors to motivate students by helping to develop learning strategies and learning skills. In addition to teaching the language, students should learn to learn the language. They can learn these skills from their teachers, their partners or may be an opportunity to explore different learning strategies and to discover for themselves what works best for them. You can just few students with low ability, excellent student. Give two students of the same task or activity. Ask the student who needs help to learn from the excellent and he or she has completed the task and what strategy or skill is used for its realization. This method is more effective than the group of students based on their academic skills. It will also foster a sense of respect and acceptance among students and, in turn, provide better class living environment that allows each student to learn. Molloy (2007) attributed the shortage of Arab linguists, especially the speakers and listeners, to enable low ability students to be enrolled in the program of Arabic. In his article "The ultimate solution to the shortage of FL in the United States, has demonstrated the damage that government agencies need to listen to discussions of linguists effective "with the flag among terrorism suspects. "The researcher said that the training of people with low level of knowledge is useless to continue studying the language and achieve a level high competence. Molloy said government agencies to spend money to produce a large number of linguists to reduce the deficit linguists FL. Unfortunately, this large number of linguists, there are only a few linguistic field. Molloy suggested that teachers should provide students learning strategies to improve students' listening and speaking competition. If teachers do not know not what strategies can best serve the students, students should be directed to learn these strategies from their peers and explore strategies for themselves. From my experience as an instructor in FL, I noticed a drastic improvement of the competition at all students, including students with low ability to learn the language, due to the adoption of SDT. However, the hypothesis that the use autonomy theories of learning can reduce the dropout rate and help achieve a high dropout rate school in the AFL is not tested or explored in the research for the moment. This will be a part of my academic research for my thesis.
Attitude to the Arabic language and culture
AFL Some students have a negative attitude towards the Arabs, in Arabic and Arab culture, simply because they lack knowledge about Arab culture and language, because of stereotypes or negative images of Arabs and Arab culture that persist in the media. linguistic issues having to do with the complexity of the nature of Arabic sociolinguistics as "diglossia." Ryding (1994) examined problems that have hindered the development and advancement of education by focusing on the AFL's attitude and language issues. Ryding said the negative affect and anxiety are teaching core subjects for teaching the AFL. Reduce barriers affection is a fundamental task that arises every teacher of Arabic, and must be taken into account in the methodology and equipment. Affect and anxiety are increasingly critical issues in the acquisition of FL (Phillips 1992, Young 1991). The most important thing to do in AFL in the classroom is to reduce negative emotional barriers that impede students learning the language. This helps students to learn in a cleaner environment and more positive.
Ryding suggested using the teaching approach called "Learning Community Language (CLL), which offers one of the most effective methods for the class FL learning and teaching. Ryding confirmed the importance of reducing or eliminate anxiety and negative affect that impede students learning the Arabic language to ensure a healthy and positive learning. To do this, teachers could adopt a teaching approach LLC, a methodology for teaching foreign languages. Ryding is that this method applies very well to the Arabs, because of factors that negatively affect students facing Americans to learn Arabic.
Good relationships between teachers and students are very essential in promoting this type of community desired and reduce the negative impact and anxiety. Foreign language teachers should be considered as models Language and culture they teach. Teachers must learn about the culture of their students as well. Teachers should be attentive to their own conduct and behavior in the classroom because the behavior of some could reinforce the negative affect and stereotypes. Moreover, things that anxiety question must be avoided. A specific example of a teacher that can cause anxiety, it is when the teacher asks the right answer to the question of other students when a particular student does not give the correct answer. This makes the students gave an incorrect answer a feeling of inferiority and not competent.
Another approach was proposed by Ryding is the natural method and the concept the issuance understand what it means for students to develop receptive skills before producing the language. Ryding suggested that Students should be exposed to the tongue, but ask them to produce language before allowing time to learn the new language. In this way, Anxiety is to be eliminated when teachers do not require students to produce language in the first weeks because they have no input. Organize meetings to speak during the first weeks of the program or the allocation of a paragraph written AFL during the first few weeks might cause anxiety and feelings of failure. Teachers must also have some knowledge levels of RTI are taught to avoid subjects that are well above the level of students. Materials must be appropriate for students level. Defying the materials should be more entry (i + 1) and I + 3. I also encourage teachers to teach from time to other materials that I have, or I-1 to check the old songs and a strong sense of competition for students in the same time. An example is the assignment one or two hours per week to the lowest level in three semesters. Another suggestion for teachers is to educate, not in the way of teaching the test mode all the time. Ask the students the vocabulary they have learned a few minutes ago will not help students. In addition, I would request the cancellation of the test script and test sound and listening to a unit. The idea behind this is to reduce anxiety at the beginning of the course and the training of students and help them learn the language before they are put to the test.
Ryding suggested that the first lessons of the course content based on geography and government. This will allow students to be exposed to correct pronunciation and authentic leaders of the Arab city. AFL The course should start by listening. Students listen to read and reread the texts and can assimilate the correct forms of pronunciation. The program is based mission and competence, focusing on the functions of communication rather than grammar and rules. Ryding said the implementation of the formal approach to spoken Arabic would help students attending Arab culture. Most Arab students are very curious about the Arab culture and life in the Arab world. Teachers and the Arabic language program should benefit this advantage and to introduce Arab culture and language from the first day of class. It is time to enter the United States his friends in the Arab world.
anxiety plays
Listening to the anxiety has a negative impact on student learning and performance in the classes of the AFL. Tindall (2008) stated that, while listening is essential to academic success that is rarely taught. An exploratory study Tindall hearing classroom instruction. The results suggest the need for students systematic approach to listen to the class. The main result of the study Tindal has helped students to develop strategies for listening in class.
Elkhafaifi (2005) conducted a study to examine the effect of general FL learning anxiety performance students in the classroom and the agony of listening AFL on understanding students' listening. Elkhafaifi conducted its study on 233 school students top of the AFL and the collection of data from two measures of anxiety and a baseline questionnaire. Results indicate that the listening and learning anxiety FL anxiety, although separated, have a negative impact on student performance. Results suggest the importance of teachers functions to reduce or eliminate the anxiety of the students listening skills of listening and improve overall performance and, in turn, to help students feel competent.
O'Bryan (2009) in his article "The assistance of a mixed methods to study the strategies, metacognitive awareness and the effects of design work in Listening to "focus on developing listening skills as the most important skill of the four skills: listening reading, speaking and writing, learning a FL. Article O'Bryan emphasis on the importance of student strategy use listening and knowledge in the exercise. The development and use of learning strategies is very necessary to help students acquire the tools that students need to become more autonomous. Development of listening strategies in leads individuals to use the strategy of ascent, the more effective management and the auditor learner autonomy (Thompson & Rubin, 1996). Search O'Bryan can provide teachers with a pedagogical model for what to do in class and how tasks can be designed to help students choose to listen effective strategies to use while learning. If students learn the strategies proposed by teachers, teachers must help students to become independent learners and achieve their own learning strategies that work best for them.
O'Bryan made a study mixed methods in four students, a total of 12, enrolled in ESL listening course. The course that these students were enrolled in the class listening targeted strategies to be used while listening to academic lectures. For example, one strategy used was Listen to "think aloud" protocol that allows students to express their thoughts through a language task. This strategy has students the opportunity to use FL. Were interviewed to obtain student assessment of their listening comprehension changed differently over because the use of learning strategies. The results provide further evidence of improvement listening comprehension of students who were encouraged to use the listening strategies of learning. Students been able to develop self-efficacy and knowledge and self-assessment helped students to be responsible for their own learning.
Struggling to listen on the agenda of the AFL to DLI is an obvious trend. Article O'Bryan made suggestions that could help improve and strengthen the students listening skills. The suggestions can be implemented in the department of Arabic at DLI. In addition to this, listening to talk shows improvement.
Conclusion
Motivation is very necessary to strengthen the ability of students in all programs, including the teaching of Arabic language. Motivation intrinsically more important than extrinsic motivation. Studies in the field of education said there was a relationship between intrinsic motivation and student success. There are several ways to motivate learners in foreign languages as the incorporation of authentic multimedia materials communication and culture in the program, through technology, through the educational program.
theory of self-determination was effective in teaching foreign languages. Autonomy is central to the SDT. Support for student autonomy is equal to respect freedom of choice for students in classrooms more, assignments, study materials, learning strategies and practices which are all involved in the learning process. Autonomy must be accompanied by orientation of faculty and scaffolding. Eliminate anxiety and emotional barriers is important in the teaching of foreign languages.
About the Author
Gorge Bebawi
Arabic Language Educator
MA in Education, Emphasis on Curriculum
Curriculum for Excellence 2: Assessment
