- •5)Intercultural Communicative Competence as the final aim of flt; its components.The notion of “language ego” and “personality of icc”.
- •6) Principles in flt. The use of didactic principles in flt.
- •7)Principles in flt. Methodological principles in flt: General, Special, Specific.
- •8) Means of flt, the main mean and supplementary means. The role of text book and umk in flt. The main requirements to foreign language textbook.
- •14. Teaching reading comprehension. Types of reading. Teaching the techniques of reading. Ways of teaching reading. Requirements to texts for tr. Control of reading comprehension.
- •15. Aims of teaching writing and written speech in flt. Types of dictations and their role in teaching writing.
- •16. Planning in the process of flt. Types of planning. A Unit plan. A Lesson plan. Requirements to planning a lesson. Traditional and non-traditional forms of a fl lesson.
- •19. Motivation. Types of motivation in flt process. Draw a scheme.
- •2.1. What’s the habit? What kind of habits do you know? Stages of the habit formation.
- •2.9. Extracurricular work. Content, types and form of organization of extracurricular work.
- •2.10) The problem of co-teaching of language and culture in modern flt.
- •2.11) The role of Didactic principles in the process of flt at school.
- •2.12.General Methodological principles and their application in flt process.
- •2.13) Special Methodological principles and their application in flt process.
19. Motivation. Types of motivation in flt process. Draw a scheme.
Motivation is a psychological phenomenon which means needs and wants of the individuals have to be tackled by framing an incentive plan. Motivation is the word derived from the word ’motive’ which means needs, desires, wants or drives within the individuals. It is the process of stimulating people to actions to accomplish the goals. Leontev consider Motivation as a motor of activity. Any human activity is motivated. According to Russian scientists there are 2 types of motivation: Extrinsic(stands from outside) and intrinsic(stands from inside). Intrinsic motivation Intrinsic motivation has been studied since the early 1970s. Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge. It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Extrinsic motivation Extrinsic motivation refers to the performance of an activity in order to attain a desired outcome and it is the opposite of intrinsic motivation. Extrinsic motivation comes from influences outside of the individual. In extrinsic motivation, the harder question to answer is where does people get the motivation to carry out and continue to push with persistence. Usually extrinsic motivation is used to attain outcomes that a person wouldn't get from intrinsic motivation. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is in an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives.Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition. However, another study showed that third graders who were rewarded with a book showed more reading behavior in the future, implying that some rewards do not undermine intrinsic motivation.