In other words, introversion is beneficial in some tasks and learning strategies, whereas extroversion is in others. As motivation, self-esteem plays a powerful role in the learning process of a foreign language. It is believed that succeeding in any task implies certain degree of self-esteem, self-confidence, self-knowledge, believe in oneselves and one’s own capacity. Self-esteem is defined as the self-appraisal that humans being have of themselves, what they are, what they become, as a consequence of the mixture of physical and emotional factors that they face throughout their lives and which were shaping their
This type of response is more likely to happen. If you want the right thing to happen, reward it with positive measures. Repetition with positive rewards always makes out to be a better influence for a child’s upbringing and how they react to the set goal. I would like to say that Operant Conditioning is a better form of learning because it is strengthened by positive consequences or weakened by a negative consequence. You reward to improve behavior, or you take away or time-out to give them time to think about what they did wrong.
Early Childhood bilingualism Having exposed what entails to acquire languages, it is essential to bring up that the focus of this conceptual framework is not to just to determine and analyze what entails an early successive (sequential) bilingualism process, but also how this process contributes to better skills ' development. Following early childhood bilingual continuum, children who get to acquire an additional language are more competent that those who don’t have the chance. To begin with, McLaughlin (1984) claims that from two to six year of age children develop their language competences through a natural acquisition process, and by the time they reach formal schooling they have already mastered them in an exceptional way. Also, points out that children play an active role on their language skills development. They get more curious to learn about the social aspects of the language, and learn to control their own actions and thoughts.
In the Modern Practice of Adult Education: Andragogy vs. Pedagogy (1970) Knowles presented five basic assumptions about adult learners namely: 1. Adult Self-concept- When adults discover that they are capable of self-direction in learning, they often experience a remarkable increase of motivation to learn and a strong desire to continue the process of learning. Knowles (1975) himself contributed to the self-directed learning literature with a book explaining the concept and outlining how to implement it through learning contracts 2. Role of Experience in Adults – Experience provides a rich resource of learning in adult learning (Sommers 1989).The importance of experience in adult learning has been emphasized in andragogy literature. Learning is a continuous process where learners are trying to understand and apply their experiences in daily
Furthermore, the leaners readiness to learn is a crucial element that refers to how likely the person is to seek knowledge and to engage in learning behaviors. Moreover, assessing the learners need is essential in planning, teaching activities and having a supportive environment that facilitates education is critical to enhancing learning. A vital aspect of the educator is to assess the learning needs of the population, so appropriate methods can be used to facilitate the student need. Students who demonstrate readiness to learn are usually motivated and receptive to received new knowledge. According to Baierema (2014), adults learn differently from children and suggest that adults are self- directed in their learning.
Self-regulation is currently recognized as a mélange of cognition, metacognition, motivation and affection. Effective self-management of the learner’s environmental, behavioral, and personal processes is the most visible indicator of a learner’s degree of self-regulation (Zimmerman, 1989 in Schutt 2009:45) Self-regulated learners enjoy much higher self-propulsion in their learning in comparison with those who do not self-regulate. To become self-regulated learner means that one become adept in orientating his own learning to reach own goals despite cognitive, motivational and emotional barriers. The terms “self-regulation” and “self-control” are being used interchangeably, although some researchers make subtle distinctions between the two. Some researchers use “self-regulation” more broadly to refer to goal-directed behavior whereas “self-control” may be associated specifically with conscious impulse control (Baumeister & Vohs, 2004).
Although several other outcomes are also expected from the system.Academic achievement may be affected by other factors of an individual like socio economic status, emotions, intelligence, different aspects of personality etc. Among these various factor, Emotions is an essential component for any child development. As children develop their emotions is affected,that made effect on his personality and achievements in life. After this way of analyzing the human behaviour, presently emotional intelligence is being considered as the vital factor of the human
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education.
It was urged and hoped that it would shift the focus of education from need of learning to love for learning; (NCERT, 2000) it would reduce anxiety and stress of the learners; it would assess the learners holistically and it would enhance the level of learning performance due to timely diagnosis and appropriate remedial intervention. Though it is widely discussed and largely implemented in the whole country, it is still in the experiment stage and keeps a large scope for improvement for yielding the best output. Syllabus has three key interactive constituents, viz. learning objectives, instructional activities and assessment, which influence each other in the learning process (Fig-1). The instructional activities include the methodology of teaching, classroom interaction, techniques, strategies and the teaching-learning materials.
Motivation is typically examined in terms of the intrinsic and extrinsic motives of the learners (Brown, 2000). Intrinsic motivation is concerned with the individual's willingness to engage in an activity because he finds it enjoyable and fulfilling. On the other hand, extrinsic motivation has got to do with the desire to do something in order to receive an external reward or avoid punishment. It seems that intrinsic orientations are more powerful learning stimuli (e.g. Maslow, 1970; Crookes & Schmidt, 1991; Dornyei, 1998).