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Very often, this happens because what is on the page doesn't match what the learners want or need, or because what is on the page doesn't fit with our beliefs as teachers.

There are a number of areas that can cause us problems:

Mis-matched methods

Language content / selection

Topic areas

Balance of skills

The sequence and scope of language items

The cultural context

Visual appeal

(adapted from Cunningsworth, 1995, p.136)

Whenever we look at the pages of a coursebook there are a series of questions that we ask ourselves to try and work out if and what we are going to use from those pages. The diagram below tries to encapsulate the process of assessment and adaptation that we go through when we ask ourselves those questions.
It starts with a teacher opening a coursebook at the pages to be dealt with in that day's lesson:

( click here to download a larger version in pdf format)

As you see, it ends with one of five possible outcomes:

1. The book lesson. When your assessment suggests a perfect match between material and learners, then the book lesson is the best option. This is quite rare and I suspect most book lessons occur due to other constraints upon the teacher, time pressures and the like, rather than because of a principled choice.

2. The alternative lesson. If you are not obligated to use the book, then you may be able to draw on different coursebooks and supplementary books for suitable materials, or to create your own version of the lesson.

3. Light supplementation. If the main focus of the materials works well enough then it is possible to "bookend" this with other resources. You can find, or create, a different start and a different end to the lesson. Alternatively, you can swap one or more parts of the materials for something different, for example a more meaningful language practice activity.

4. Heavy supplementation. If you are obligated to use the material AND to work with the language feature / skills focus on the page, then heavy supplementation may be the only answer. This might involve finding or creating an alternative lesson around the key focus and then selecting one or more aspect from the book to fit into that alternative lesson. In essence, you use your coursebook to supplement the alternative lesson. One example might be to use a single grammar practice activity from the coursebook as part of a larger lesson on the same language point.

5. Skip it and move on. If the material has absolutely no redeeming features, then you have to question why you are trying to use it. If the material is in the syllabus and you must deal with it, or more importantly if you think your learners need to work on this area, then either option 2) or option 4) above should be your choices. But if there is no need to do it? Why bother?

The diagram represents a thought process and it is probably a process that most teachers follow instinctively and intuitively on a daily basis. However, it is often the case that when the frustration of dealing with a difficult piece of material hits you, there is an element of stress and irritation in your thinking which only complicates the evaluation and lesson planning process. In these circumstances, taking a step back and using diagrams like this can help to reach a quick and easy decision about what to do with the material before you.

References:
Cunningsworth, A. (1995). Choosing your Coursebook. Macmillan Heinemann.

The diagram was made with a trial version of the online diagramming software from http://www.gliffy.com/

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Very often, this happens because what is on the page doesn't match what the learners want or need, or because what is on the page doesn't fit with our beliefs as teachers.There are a number of areas that can cause us problems:Mis-matched methodsLanguage content / selectionTopic areasBalance of skillsThe sequence and scope of language itemsThe cultural contextVisual appeal(adapted from Cunningsworth, 1995, p.136)

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Tim Ward, a freelance teacher trainer based in Bulgaria, introduces us to 10 simple steps to help increase motivation among language learners.
Motivation's one of those ideas like justice or world peace: we all know it's a good thing but it's not quite so clear how to get there.

For adult learners and younger kids it's probably a bit clearer - the former know where their interests lie, whether it's university or emigration or working abroad or finding a partner on the internet, and are much more able to relate that goal to the language learning process (there are words for these things - instrumental motivation, mostly, if it's about achieving something).

And younger learners - I guess I'm talking about children - are happy when things are fun. I see this every day from my own two young learners, age 4 and 6 (though if you ask them it's 4 ½ and 6 ½) who will enjoy most things - even tidying up toys and clothes - when it becomes a game.

A big part of my professional life, however, involves going into state schools and talking with teachers of teenagers and younger adults. Students of these ages present a set of challenges very different from the older and younger learners, and those two messages, of fun and relevance, don't always apply so obviously.

And the message that often comes over loud and clear from all quarters is that the job of teaching languages is getting harder - students often appear to be interested in many things of which too few are to do with learning a language. So one of the questions that we most often hear as teacher trainers (along with what can we do about big classes, and what can we do about mixed ability classes) is " what can we do to motivate students?".

It would be dishonest to pretend there are any magic bullets; that there's a wand we can wave which will make the problems disappear. For one thing, the big world outside is always going to have an enormous effect on the job we can do. I'm not just talking here about the attitudes of the students we teach but also about the state of the places we teach in - in many countries, state schools are underfunded and teachers live peripatetic professional lives where they teach in lots of different rooms, and this makes it really hard to produce an attractive teaching environment.

So, given the real world constraints, what can teachers do about motivation?

I've found one way into this area to be really useful. It's really useful because it's practically grounded in research conducted with practising teachers.

Without going into too much detail, here's some context. Two experts in motivation studies, Zoltan Dornyei and Kata Czizer, surveyed over two hundred Hungarian teachers to find out their views. They were asked how important they found, and how often they used, a selection of 51 strategies. Based on their answers the two researchers came up with a list of 10 'motivational macrostrategies', which they called the 'Ten commandments for motivating language learners':

1. Set a personal example with your own behaviour

2. Develop a good relationship with the learners

3. Increase the learners' linguistic self-confidence

4. Make the language classes interesting

5. Promote learner autonomy

6. Personalise the learning process

7. Increase the learners' goal-orientedness

8. Familiarize learners with the target culture

9. Create a pleasant relaxed atmosphere in the classroom

10. Present the tasks properly

When we talk about this, the reaction from teachers is often one of smiles of recognition - a kind of ' yes, that makes sense' look. But another thought normally follows quite quickly, and that's the ' yes, but ' one.

In this case, it's ' yes, but what can we actually do to make these things happen on a day to day basis when we're using our text books?'. This is the challenge that, I fervently hope, this blog is going to address over the course of the next few months, as we explore these Commandments in more detail.

Do you have any Commandments for learner motivation that you teach by? Leave your comments below, I'd love to hear them.

References
Dörnyei, Z. (1998) 'Ten Commandments for motivating language learners: results of an empirical study'Language Teaching Research 2,3: 203-229.

Categories: Adults / Young Adults, Teenagers, Young Learners | Tags: 10 Commandments, Adult Learners, English File, Language learning, Motivation, Teenagers, Tim Ward, Young Learners | Permalink.

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10 Commandments for Motivating Language Learners - Oxford University Press

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Tim Ward, a freelance teacher trainer based in Bulgaria, introduces us to 10 simple steps to help increase motivation among language learners. Motivation's one of those ideas like justice or world peace: we all know it's a good thing but ... Continue reading →

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BÃ¡rbara, N. (2007). Autonomy in ESP: Solution or Recipe? In GÃ¡lova, D. (Ed.), Languages for specific Purposes in Higher Education - Searching for Common Solutions (18-31). Newcastle: Cambridge Scholars Publisher.
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. The ensuing reduction of ESP contact hours will bear a cost in human resources needed and will also further the imbalance between breadth and depth of the English language teaching. Searching for feasible solutions, the Languages and Communication Sector of our Agricultural College will depend on a pedagogy for autonomy based on a threefold method, namely - classes, e-learning and tutorials - building self-tailored syllabuses for heterogeneous classes of engineering courses.

BÃ¡rbara, N. (2008). Do it Yourself: Uma Metodologia para Autonomia. In Ribeiro, M. et al. (Eds.), Aprender Ensinando. DinÃ¢micas MetodolÃ³gicas no Ensino-Aprendizagem das LÃnguas Estrangeiras (149-160). Guarda: Arthipol.

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Contact Lyndapn@btinternet.com

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Autonomy Bibliography " Innovation in Teaching

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A. Ciekanski, Maud & B. Tassinari, Maria Giovanna (2015). Emotions and feelings in language advising. In A. A.-P. Krings & B. B. Kuehn (Eds.), Fremdsprachliche lernprozesse. ertraege des 4. bremer symposions zum lehren und lernen von fremdsprachen (118-132). Bochum: AKS. A. Martos, Javier & B. Tassinari, Maria Giovanna (2016).

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The Autonomy Project aims to promote autonomy in the students at the Hong Kong Institute of Education by providing them with hands-on experience of being in a learning environment where learner and teacher autonomy are highly encouraged.

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Creativity is attracting increasing attention in the field of ELT. From a practical point of view, teachers have a growing number of resources to tap into if they wish to add a more creative dimension to their classes and away from purely practical issues, there is also a need to understand certain underlying processes and principles relating to creativity.

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Many terms have been coined to refer to a concept to which we referred to as learner autonomy. Practically, all these synonymous terms such as learner independence, self-access learning, self-paced learning and distant learning emphasize a shift of attention to learner-oriented approach to language learning.

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The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. Many definitions have since been given to the term, depending on the writer, the context, and the level of debate educators have come to. It has been considered as a personal human trait, as a political measure, or as an educational move.