OPEN UNIVERSITY FOR ADULTS

(UAPA)

Language School

Subject:

Special English Didactics

Competitor:
DANILSA VALDEZ REYES
15-7766

Theme:
Task Vl
Facilitator:
LEONARDO GIL
 1- Define motivation to learn.
Is defined as an internal drive that activates behavior and gives it direction. The
term motivation theory is concerned with the processes that describe why and how
human behavior is activated and directed”

2- What does TARGET stand for?

A model of motivation that integrates many ideas about motivation, including those in
this chapter, has been developed by Carole Ames (1990, 1992). The acronym or
abbreviated name for the program is TARGET, which stands for six elements of
effective motivation:

 Task
 Authority
 Recognition
 Grouping
 Evaluating
 Time

Each of the elements contributes to students’ motivation either directly or indirectly.

3- How do tasks affect motivation?

As explained earlier, students experience tasks in terms of their value, their
expectation of success, and their authenticity. The value of a task is assessed by
its importance, interest to the student, usefulness or utility, and the cost in terms
of effort and time to achieve it. Expectation of success is assessed by a student’s
perception of the difficulty of a task. Generally a middling level of difficulty is
optimal for students; too easy, and the task seems trivial (not valuable or
meaningful), and too hard, and the task seems unlikely to succeed and in this
sense useless. Authenticity refers to how much a task relates to real-life
experiences of students; the more it does so, the more it can build on students’
interests and goals, and the more meaningful and motivating it becomes.

4- What does it mean for students to “negotiate a task”?

xamined negotiation of meaning following the Varonis and Gass’s (1985)
model. She found that with 20 university intermediate-level Spanish students
that both jigsaw and decision-making tasks produced negotiation of meaning.
She confirmed CMC's potential for fostering the negotiation of meaning in task-
based interaction. Pellettieri also found that learners formed their output and
produced lexical, syntactic and semantic output modifications in response to
negotiation as well as corrective feedback. This result demonstrates that task-
based synchronous CMC can aid the negotiation of meaning
5- What are the three kinds of task value?
Learn and do many things at school, such as reading, writing and mathematics. I
am going to ask you some questions concerning different kinds of school tasks
and how much you like them. At the same time, I will show you a picture which
has on it five different faces. The faces go from happy to unhappy and reflect
your liking of tasks. The happier the face is, the more you like the task. This, the
happiest face means that you like the task very much and you enjoy doing things
like that. This second face means that you quite like the task; this one means that
you neither like it nor dislike it; this one means that you don't like the task and
this last one means that you really dislike the task and don't enjoy doing tasks
like that at all. So, your job is to answer my questions by pointing out the picture
which best describes how you feel. There are no right or wrong answers. I just
want to know how much you like different things and what do you think about
them.

6- Distinguish between bounded and unbounded choices.

The enactment of what Barlow (1998) has described as industrial age thinking in
relation to digital artifacts is seen in many aspects of contemporary practices
associated with universities. Of course, a few universities are key sites for the
promotion of research and scholarship in relation to such matters2 but in the
main, patterns of policy and practices reflect mindsets about bit space which
derive from understandings of the physical world. Such patterns are apparent in
the publishing and dissemination of knowledge products. As the means of
production and distribution of knowledge products moved more and more to bit
space, universities have been able to publish more and more easily. Universities
with distance students effectively became publishing houses with inhouse
assistants3 to support the use of their knowledge products. Today, with the
widespread use of software that is described as learning management software,
the development of online teaching continues to be informed by a mindset which
sees knowledge products as things to 1be managed, controlled and paid for by
students. This is a long established view based upon the property and rights of
the physical world.

7- How can recognition undermine motivation and a sense of self-

efficacy?
Perceived self-efficacy is defined as people's beliefs about their capabilities to
produce designated levels of performance that exercise influence over events
that affect their lives. Self-efficacy beliefs determine how people feel, think,
motivate themselves and behave. Such beliefs produce these diverse effects
through four major processes. They include cognitive, motivational, affective
and selection processes.
8- What determines whether a goal structure is cooperative,
competitive, or individualistic?
“We believe that cooperative, competitive, and individualistic goal structures are
all appropriate and effective under different conditions, that educators should
use all three goal structures depending upon the specific instructional objectives,
and that students should be taught the basic skills necessary to function in all
three types of situations

9- How does evaluative climate affect goal-setting?

involves the development of an action plan designed to motivate and guide a
person or group toward a goal.[1] Goal setting can be guided by goal-setting
criteria (or rules) such as SMART criteria.[2] Goal setting is a major component
of personal-development and management literature.
Studies by Edwin A. Locke and his colleagues have shown that more specific
and ambitious goals lead to more performance improvement than easy or general
goals. As long as the person accepts the goal, has the ability to attain it, and does
not have conflicting goals, there is a positive linear relationship between goal
difficulty and task performance

10-What are some effects of time on motivation?

Student learners are motivated in so many different ways, especially when it

comes to acquiring knowledge and achieving academic performance. A student
learner may be interested in classroom participation or discussion while another
may be more productive in studying alone or in a quiet place like a library. Still,
others may be more enthusiastic about social work, extracurricular activities, or
sports.