1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

PART ONE: CLEARING THE GROUND PART TWO: HISTORICAL PERSPECTIVES PART THREE: CONCEPTS OF LANGUAGE PART FOUR: CONCEPTS OF SOCIETY PART FIVE: CONCEPTS OF LANGUAGE LEARNING PART SIX: CONCEPTS OF LANGUAGE TEACHING

语言教学的基本概念 = Fundamental concepts of language teaching

The present study estimated the unique contribution of self-efficacy to work-related performance controlling for personality (the Big 5 traits), intelligence or general mental ability, and job or task experience. Results, based on a meta-analysis of the relevant literatures, revealed that overall, across all studies and moderator conditions, the contribution of self-efficacy relative to purportedly more distal variables is relatively small. Within moderator categories, there were several cases in which self-efficacy made unique contributions to work-related performance. For example, self-efficacy predicted performance in jobs or tasks of low complexity but not those of medium or high complexity, and self-efficacy predicted performance for task but not job performance. Overall, results suggest that the predictive validity of self-efficacy is attenuated in the presence of individual differences, though this attenuation does depend on the context.

http://panglossinc.com/Judge,%20Jackson,%20et%20al.pdf

Self-efficacy and work-related performance: the integral role of individual differences.

Language learning motivation is a complex, composite construct, and although past research has identified a number of its key components, the interrelationship of these components has often been subject to debate. Similarly, the exact contribution of the various motivational components to learning behaviors and learning achievement has also been interpreted in different ways. The purpose of this study is to use structural equation modeling to evaluate a proposed theoretical model concerning the internal structure of the second language (L2) motivation complex and its impact on motivated behavior. The basis of the analysis is survey data collected in Hungary from 8,593 pupils, 13 to 14 years old, on two occasions, in 1993 and in 1999. Our main finding is that integrativeness appears to be the single most important factor, subsuming or mediating the effects of all the other responses to questions asked. In light of this finding, we analyze what motivational content this core component might represent in various settings.

The internal structure of language learning motivation and its relationship with language choice and learning effort

In this article, a number of scientific schools of thought and research results are reviewed and found to show the importance of identifying the existential attributions of teachers. Important points of anchor are existential phenomenology and symbolic interactionism, the approach to organizations as emotional arenas, social-psychological theories, concerns theory, and, finally, a number of different perspectives on the professional identities of teachers. Next, those policy developments responsible for the emergence of specific existential attributions are considered. At the same time, the results of some recent studies attempting to explain the emergence of certain existential attributions are discussed: studies of the professional development of teachers, analyses of the feelings of uncertainty and concerns that occur among teachers during innovations, and research on tolerance of uncertainty among teachers during the current intensification of their jobs. Finally, redesigning the innovation process is discussed with an eye to just how the existential attributions of teachers can best be handled.

Teachers’ Meanings Regarding Educational Practice

The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics

This study examined the motivation of 180 university-bound Lebanese students to learn English as a foreign language (EFL). Data were gathered through administering a modified version of the motivation scale developed by Wen (1997). The findings revealed that integrative motivation, effort, valence, expectancy, and self-estimation of ability were internally related determinants of motivation for learning EFL. Instrumental motivation was found to be related to integrative motivation and valence only. The findings also revealed that female students were more motivated than their male counterparts. Similarly, level II proficiency students were more motivated than were level III students. However, the findings did not show a significant effect on motivation related to either students' first foreign language or university major.

Student Motivation to Learn English as a Foreign Language

This study investigated the effects of the Jigsaw II cooperative learning (CL) model and whole class instruction in improving learners' reading comprehension, vocabulary acquisition, and motivation to read. Forty-four grade five English as a foreign language learners participated in the study, and a posttest-only control group experimental design was employed. The results did not indicate any statistically significant differences between the control and experimental group on the dependent variables of reading comprehension and vocabulary acquisition. However, the results revealed statistically significant differences in favor of the experimental group on the dependent variable of motivation to read and its dimensions, the value of reading, and reading self-concept. The pedagogical implications of the findings and suggestions for further research are discussed.

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read.

RESUMELes politiques libanaises de la langue dans l'enseignement:du bilinguisme au trilinguismeLe debat sur la politique a adopter et les pratiques a appliquer a propos du langage d'enseignement au Liban a devie, au cours du passe recent, d'une concentration autour de la lutte entre l'arabe et le francais/anglais vers une concentration autour des attitudes pratiques vis-a-vis l'enseignement de langues. Cette deviation est en train de conduire le pays dans la direction d'un multilinguisme a part entiere dans la societe, non moins que dans l'education. Ce papier discute les decrets et les reglements formules par les differents gouvernements libanais, de meme que les pratiques predominantes, dans le but d'eclaircir les questions en litige telles, que l'identite nationale, l'ascendance sociale et l'egalite des opportunites educatives.RESUMOPolitiko pri lingvoelekto en edukado en Libano:De dulingvismo al trilingvismoLa debato en Libano pri la politiko kaj praktiko de lingvoelekto en edukado gis antaunelonge emfazis la kulturan kaj lingvan lukton inter la araba unuflanke kaj la franca kaj angla aliflanke, sed lastatempe oni komencis emfazi praktikan sintenon al lingva edukado, kiu kondukas la landon al plena multlingvismo ne nur en edukado sed ankaŭ en la socio generale. Tiu ci studo esploras la dekretojn kaj regulojn publikigitajn de la diversaj libanaj registaroj kaj ankau la regantajn praktikojn, por prilumigi la rilatajn demandojn de nacia identeco, suprenmovigeblo, edukajn eblecojn kaj edukan egalecon.

Lebanon's Language-in-Education Policies: From Bilingualism to Trilingualism

The last two decades have witnessed a marked increase in the teaching of English as a foreign language at the primary level in many countries (Rixon 1992). This trend has come at a time when the field of EFL/ESL is witnessing a notable shift from structural teaching approaches to communicative, humanistic, and learner-centered approaches. These new approaches in teaching EFL/ESL recognize that affective considerations are of vital importance for the acquisition of a foreign/second language; they suggest teaching methods and techniques that help learners acquire the language in an anxiety-reduced environment (Stevick 1990; Krashen 1982; Asher 1988).

/pdf/assessment-of-young-learners-1ji8i3qp2d.pdf

Kassim Shaaban

Papers

The relationship between perceptions of teaching concerns, teacher efficacy, and selected teacher characteristics

Student Motivation to Learn English as a Foreign Language

An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read.

Lebanon's Language-in-Education Policies: From Bilingualism to Trilingualism

Assessment of Young Learners.