Motivation: Responsibility of the Teacher

Girard, Denis

doi:10.1093/elt/xxxi.2.97

Cited by 15 publications

(15 citation statements)

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“…Some studies confirmed that there is a significant relationship between resources and behavioral motivation [9][10][11]. Brekke and Girard also demonstrated the relationship between motivation and responsible behavior [12,13]. Therefore, this article attempts to introduce motivation into the research model to explore what kind of motivation plays an intermediary role between innovative resources and responsible innovation.…”

Section: Introductionmentioning

confidence: 95%

Innovative Resources, Promotion Focus and Responsible Innovation: The Moderating Roles of Adaptive Governance

Cao

Xing

2020

Sustainability

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This paper discusses the relationship between innovative resources, promotion focus, adaptive governance and responsible innovation. In accordance with the path of “demand—motivation—behavior”, this paper takes adaptive governance as the moderator, and constructs an influence relationship model of “innovative resources—promotion focus (adaptive governance)—responsible innovation”. Then this paper takes 361 managers from above the middle management level and the technical personnel of enterprises as the investigation objects, and conducts empirical research by using the structural equation model. The results show that: (1) innovative resources have a significant positive impact on responsible innovation; (2) promotion focus partially mediates the effect of innovative resources on responsible innovation; (3) adaptive governance has a positive moderating effect on the relationship between innovative resources and responsible innovation. The results enrich the quantitative research of responsible innovation, reveal the internal mechanism of innovative resources affecting responsible innovation, provide a new way for technological innovation governance and provide a new way of thinking for the transformation from the traditional innovation paradigm into a sustainable innovation paradigm.

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Section: Introductionmentioning

confidence: 95%

Innovative Resources, Promotion Focus and Responsible Innovation: The Moderating Roles of Adaptive Governance

Cao

Xing

2020

Sustainability

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“…Language proficiency entails competency a teacher should perform in the classroom when he/she teaches and English is used as a medium of instruction. Restriction in language proficiency will make teacher not confident to teach (Murdoch, 1994), teaching paces are not running well (Richards, 2013;Tarman & Chigisheva, 2017), and student underestimate (Girard, 1974). Perceived in a wider context, language proficiency is associated with speaking competences, and other aspects of oral English as a teacher in the classroom should perform as a model, mechanic, and physician (Williams, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…English proficiency is the cornerstone and accomplishment on teaching procedures that indicates mastery of teaching techniques, curriculum, teaching materials, classroom management and teaching methodology as well as students assessment are bedrock (Pak, Boorer & Chakravarthy, 2013;Richards, 2013). Girard (1974) asserts the first two qualities are developed by a serious teachertraining course which aims at providing the trainee with a good mastery of the language he/she is going to teach and with the classroom techniques he/she will need in order to teach that language in any useful way. We can assume that pupils are motivated if they have the feeling of learning good authentic language, especially the spoken language, and if the teacher proves capable of giving them a good model, which he can make his pupils reproduce.…”

Section: Introductionmentioning

confidence: 99%

Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

Solikhah¹,

Budiharso²

2019

IJEFL

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This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data. The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions. With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices. During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

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“…To put it another way, at this stage, teachers should make an effort to present reading material that is not only comprehensible but interesting to students, who will then be more motivated to learn (Girard, 1977).…”

Section: Presenting Adapted Materials In Classroomsmentioning

confidence: 99%

Adapting English Newspapers to Develop Language Proficiency in Low-Level EFL Learners

Pan¹

2014

ELR

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Students can increase their awareness of current events and develop into knowledgeable citizens of the world by reading the news. Authentic English news items, however, often contain difficult linguistic elements (including lexica and structures) that may prevent low-proficiency students from developing a genuine comprehension of the material, thus reducing this useful information to nothing more than a waste of paper. In order to provide students with lower levels of proficiency the opportunity to acquire more knowledge about the world while simultaneously improving their language abilities, this paper illustrates the adaptation of an authentic news item for low-proficiency learners. This research will identify the objectives of teaching an authentic news item, adapting and presenting it in a classroom environment, and will describe the student response to this instruction.

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Motivation: Responsibility of the Teacher

Cited by 15 publications

References 0 publications

Innovative Resources, Promotion Focus and Responsible Innovation: The Moderating Roles of Adaptive Governance

Innovative Resources, Promotion Focus and Responsible Innovation: The Moderating Roles of Adaptive Governance

Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

Adapting English Newspapers to Develop Language Proficiency in Low-Level EFL Learners

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