Thus, the concept of learning as a social process and the constructivist approach would provide students with different points of view on a given topic that would make it easy for them to understand difficult topics. The new approach would help educators develop a curriculum that would ensure all the stakeholders benefit from the learning
In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were
The ability to grow and be the best of who we are by appreciating the awe and fascination of the world around us, paves a way to be an ideal person. In order to be a fully functioning individual it is essential that we observe situations and problems objectively despite the hindrances of the society. Self actualization is a part of the Humanistic approach where behavior is observed through an individual’s experience. Therefore, a Humanistic psychologist would observe a client from the client’s point of view and not through his inspection, because Humanism exercises free will, allowing the client to make his own choices, reach his capabilities and accomplish his ideal-self. Two renowned Humanistic psychologists: Carl Rogers and Abraham Maslow
• The humanistic perspective views human nature as basically good. They believe humans have an inherent potential to maintain healthy, meaningful relationships and to make choices that are in the interest of their self and others. The humanistic therapist focuses on helping people free themselves from certain ways of thinking and attitudes so they can live fuller lives. The humanistic therapist emphasizes growth and self-actualization. This perspective holds that people have an inherent capacity for their own responsible self-direction.
It appreciates fulfilment and personal ideas, therefore it satiesfies many people's understandings of what it is to be human. Besides, humanism gives a wider scope of framework for observing the behaviour of humans because it considers a person including his perspectives and emotions. From the clinical point of view, humanism offers open space where we can discuss about our own feelings without letting us into traumatic situation which might be beyond our comfortable zone to talk
This will help children to relate and understand better of the new language. For example, teacher builds the concepts of new languages (Mandarin/Malay) based on children’s existing knowledge of the first language (English) in order to teach numbers, colours and animals. Last but not least, language awareness can be fostered by implementing these activities because according to social-cultural theory, language, interaction and culture are interrelated (Laoire 2014). These activities have emphasized the importance of language, interaction and culture. For example, the children get to talk about their own cultures in the activity of music and movement.
Such as motivation, it is the key factor which affects one’s success in learning a language. This means the thoughts and feelings we have which make us want to do something, or continue to want to do something, or continue to want to do and turn our wishes into actions. This mental drive our esteem to why we decide to work in this marital, how long it will take to work on it and how long the preparation will take to fulfill it. And the more the materials are selected wisely to be likewise accurate and well graded to the students certainly the marital become attracted to the related subject. By that, we find that many factors influence our motivation to learn a language.
The successful adoption of group work does not merely depend on the comprehensibility of input, form of feedback, or other linguistic factors. Learners bring their own experience and perceptions into classrooms, and their identities affect and are affected by the interactional processes in group work. By investigating the issue of identities in group work, the study might provides some insights for teachers about what to consider while designing group activities and how to manage group activities in class. The study can be especially inspiring in China, for ELT there is still confronted with the problem of how to make language classrooms more communicative and interactive. As for future research development, the research may deepen current understandings the sociocultural aspects in language
He or she assumes his/ her inner world of thought and feeling in relation to others in an individualized learning to become a more active, successful, and well-rounded individual while interacting and cooperating with other learners. Humanistic approach stresses on the affective and cognitive aspects of learners in the process of learning. Teachers’ and learners’ beliefs, attitudes, and perceptions to the learning and
INTRODUCTION Since independence, English is used to boost the country’s political and economic relations. The government made English as the working and common language (Bolton and Ng, 2014). Furthermore, being proficient in English increases employment opportunities and one’s status (Kwan-Terry, 2000). This led to the increase of 50,000 children, between the age of 5-14, frequently using English at home in ten years (Singapore Department of Statistic, 2000, 2010). The widespread of English resulted in the declining usage of Mother Tongue languages (MT), with young people making up the highest proportion (Cavallaro & Serwe, 2010).