Cross-domain Motivation: Exploring Means of Learner Engagement in ESL Classrooms |Chapter 4 | Language, Literature and Education: Research Updates Vol. 10

 

The concept of human intelligence as a monolithic phenomenon was replaced in the last part of the previous century by the theory of multiple intelligences. Intelligence(s) and motivation are inseparable aspects of learning something new. In the absence of the former, learning does not proceed beyond the level of bits and pieces of information, nor do those fragments get assimilated into knowledge. This is the case with the process of learning. Lack of motivation, perhaps, gets reflected more in the product, namely, the learning outcomes. This paper is an inquiry into the possibility of getting motivation from one field of learning, such as art or kinesthesis, into another desirable one, namely, studies. If a child displays intelligence in one field, it presupposes the presence of self-motivation behind that display. If part of that self-motivation can be manoeuvred skilfully into the desired area, the learning outcome is likely to be enhanced. The paper presents this argument against the backdrop of learning and teaching English as a second language.

 

 

Author(s) Details

P Bhaskaran Nair
Formerly of Pondicherry Central University, India.

 

Please see the link:- https://doi.org/10.9734/bpi/lleru/v10/6564

When Teacher’s Beliefs and Student’s Self-esteem Are in Conflict: A Case for Including Social Metacognition in Teacher Education Curriculum | Chapter 7 | An Overview of Literature, Language and Education Research Vol. 2

Social metacognition is a blend of sociology, psychology and cognition. One area that this branch of study investigates is the matches and mismatches between one’s assessment of oneself and the assessment by others in a social context. The pedagogical potentials of social metacognition form the core of this paper. Though not based on any empirical study, the conclusions arrived at in this study are mainly drawn from long-time observations of the changes in the behavioural patterns of school children.

As the title suggests, this paper attempts to juxtapose these two fundamental concepts underlying the success (or failure) of teaching. Culturally absorbed professional behaviours such as teacher entitlement and teacher belief most often function in antithesis to children’s genetically acquired self-esteem. Judgments have been cited as the main component of cognition by psychologists. We judge ourselves and we are constantly being judged by others. In these simultaneously occurring processes, the data being studied need not be the same. Even if the same, the mode of observation being subjective, judgement certainly differs; and as a result, our self-judgments need not correspond with others’ assessment about us. In a social group like a class or school, this conflict leads to irreparable relationship breakdown. This paper is an attempt to study the effect of one such mismatch between teacher beliefs and student’s self-judgment by applying certain fundamental principles of social metacognition in pedagogy.

 

Author (s) Details

 

P. Bhaskaran Nair
Department of English, Pondicherry University, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/928