INTRODUCTION

Motivation is a theoretical construct used to explain behavior. It represents the reasons for people's actions, desires, and needs. Motivation can also be defined as one's direction to behaviour, or what causes a person to want to repeat a behavior and vice versa. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior. For example, when someone eats food to satisfy their hunger, or when a student does his/her work in school because he/she wants a good grade. Both show a similar connection between what we do and why we do it. According to Maehr and Meyer, "Motivation is a word that is part of the popular culture as few other psychological concepts are".

A discussion of motivation and motivational strategies would not be complete without a consideration of group processes, in as much as there is usually a group of people that we as teachers are called on to motivate. Tuckman [3,165] established that a group went through four stages from its formation, which has important implications for the study of the classroom and the use of group activities during teaching.

Motivation can be divided into two different theories known as Intrinsic (internal) motivation and Extrinsic (external) motivation.

Content theory of human motivation includes both Abraham Maslow's hierarchy of needs and Herzberg's two-factor theory. Maslow's theory is one of the most widely discussed theories of motivation. Abraham Maslow believed that man is inherently good and argued that individuals possess a constantly growing inner drive that has great potential. The needs hierarchy system, devised by Maslow [5,33] which is a commonly used scheme for classifying human motives.

The American motivation psychologist Abraham H. Maslow developed the hierarchy of needs consisting of five hierarchic classes. According to Maslow, people are motivated by unsatisfied needs. The needs, listed from basic (lowest-earliest) to most complex (highest-latest) are as follows:

• Physiology(hunger,thirst,sleep, etc.)
• Safety/Security/Shelter/Health
• Social/Love/Friendship
• Self-esteem/Recognition/Achievement
• Self actualization/achievement of fullpotential/can never be fully accomplished

Learners can use the World Wide Web to achieve their language, content and Web learning goals. This does not mean, however, that technology should be driving the curriculum. Our assumption is that teachers will first decide on their objectives and then choose Web resources that facilitate student learning of those goals, where appropriate. While some of the activities are necessarily technical in nature, the teaching suggestions and lesson plans are situated in language learning. The perspective we take in this volume is that Web-based activities should have a technical skill teaching purpose, a pedagogical reason (for example, distance learning) or a language learning purpose - or all three. We have included the Web strategies and activities most commonly used by language teachers and structured the chapters around those different uses, while recognizing that we are using a linear organization for a nonlinear, interconnected phenomenon. This linear organization, however, will help teachers find teaching activities and tasks easily.

The topicality of work is in the fact that motivation through web-skills and activities in publications is a less researched modern style of communication (especially written).

The aim of the research work is giving general characteristics to motivation through web-skills and activities and defining the main ways, particularities, causes and tendencies.

To achieve our aim we have to solve the following objectives:

1.    To study theoretical and methodological literature on the given theme;

2.    To make the analytical review of the activities of using web-skills, web-skills classification, motivation through information techniques

3.    To define the functions of motivation in group process through activities;

4.    To analyze the existing categorizations of the motivation through activities and web-skills;

 

The object of the work is the motivation through activities in class work.

The subject is causes and tendencies of English language.

The motivation through activities and web-skills are very wide theme to investigate; it has many types and tendencies for today. At our term paper the scientific novelty of the investigation is the new activities and technologies to use in classroom.

  The theoretical significance of the work is the usage of motivation in English teaching language reveals its causes and tendencies. Every teacher or parent use motivation in everyday life. We face to them on the newspapers, advertisements, street posters, television, radio all of them are the mass media and of course at everyday communication.

The practical significance of the investigation is in the fact that this material can be recommended for teaching English language and other pedagogical situations.

Material under analyses:

Researching methodical literature, scientific articles, recent works of methodology scientists; using such methods as analyzing manuals, textbooks and books, educational magazines, training appliances, newspapers and the internet.

The structure of our researched work consists of introduction, theoretical part, practical part, the conclusion, appendix and bibliography.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I  Information techniques in foreign language teaching

 

1.1  Motivation through information techniques

 

A discussion of motivation and motivational strategies would not be complete without a consideration of group processes, in as much as there is usually a group of people that we as teachers are called on to motivate. Tuckman [3,165] established that a group went through four stages from its formation, which has important implications for the study of the classroom and the use of group activities during teaching.

To be considered multi literate, students today must acquire a battery of skills that will enable them to take advantage of the diverse modes of communication made possible by new technologies and to participate in global learning communities. Although becoming multi literate is not an easy task for any student, it is especially difficult for ESL students operating in a second language. In their attempts to become multi literate, ESL students must acquire linguistic competence in a new language and at the same time develop the cognitive and cultural skills necessary to gain access into the social, academic, and workforce environments of the 21st century. They must become functionally literate, able to speak, understand, read, and write English, as well as use English to acquire, articulate and expand their knowledge. They must also become academically literate, able to read and understand interdisciplinary texts, analyze and respond to those texts through various modes of written and oral discourse, and expand their knowledge through sustained and focused research. Further, they must become critically literate, defined here as the ability to evaluate the validity and reliability of informational sources so that they may draw appropriate conclusions from their research efforts. Finally, in our digital age of information, students must become electronically literate, able "to select and use electronic tools for communication, construction, research, and autonomous learning" [8, 21].

Helping students develop the range of illiteracies they need to enter and succeed at various levels of the academic hierarchy and subsequently in the workforce requires a pedagogy that facilitates and hastens linguistic proficiency development, familiarizes students with the requirements and conventions of academic discourse, and supports the use of critical thinking and higher order cognitive processes. A large body of research conducted over the past decade [2, 69] has shown that content-based instruction (CBI) is highly effective in helping ESL students develop the illiteracies they need to be successful in academic and workforce environments.

The Russian scientists Nisilevich A.B, Strizhova E.V in their work "Information technology and communication techniques in teaching foreign language" wrote about the importance of using information technologies in teaching foreign languages [1, 247]. Using Internet resources in teaching foreign languages, integration of Internet tools in the educational process, allows for more efficient to solve a number of problems of teaching:

• to build and improve reading skills directly Networks using materials of varying difficulty;
• improve listening skills through authentic sound texts on the Internet, as well as texts prepared by the teacher;
• improve writing skills and speaking skills;
• Vocabulary, both active and passive vocabulary

Modern English;

• to acquaint students with the realities of cultural studies is included in a speech etiquette, especially verbal behavior of various peoples conditions of communication, especially the culture and traditions of the country the language is spoken;
• form a stable motivation of foreign language activities students in the classroom, based on the systematic use of authentic materials and the principle of connection with life.

The integration of ICT in the learning the process inevitably leads to a revision of the place and role of the teacher in this process, whose main task becomes the transfer of knowledge and the formation of skills and abilities, and to stimulate interest, motivation language acquisition, assistance in learning and creative research. Relationships with students are now being built on the principles of cooperation and joint research and creativity.

In these circumstances, inevitable revision of existing today organizational forms, principles and methods of training: there are the trend of increasing the share of independent individual and group Student, departing from the traditional lesson with a predominance explanatory and illustrative teaching methods, increase volume practical and creative work of search and research character.

Internet technologies are designed to promote the development of the individual educational trajectories: increasingly tailor content educational material to the individual characteristics of students, the level of their knowledge and skills.

Scientists G.K.Atabayeva, A.Zh.Kalieva in their book "Learning a foreign language on the basis of information and communication technologies in the non-language universities" researched the problem of informatization of higher education in Kazakhstan is perspective. The system of higher education is affected by globalization and informatization. The realization of the tasks depends on a correct choice of the approaches to define the purpose and activization and individualization of the teaching process. Information and education environment creates the digital educational materials, computer games, electronic periodical materials, textbooks, specialized portals for the higher school students.

As the Doctor of Philosophy, Professor S.S Kunanbayeva in the "Concept foreign language education of the Republic of Kazakhstan ", one of the main areas of teacher training for foreign language is "a mastery of modern methods and technologies, including information and computer, foreign language learning ''[11, 85].

 

1.2 Web-skills classification

The Internet is used extensively by children and teenagers, both at home and at school. At home, they communicate with friends through instant messaging, surf the Web to find information about the latest mobile phones and create their own Website or Weblog. At school, the Web has become a popular information resource and is increasingly used as an alternative to printed resources. Although many teachers acknowledge the Web's potential as an educational tool as well as the Web's motivating power, they also struggle to find meaningful applications of the Web in their educational practices. The Web is a learning tool that differs from other tools used in education because students acquire a great many Web skills in an out-of-school context and also regard themselves as skilled Web users. This is reflected in the perception of many teachers that their students' Web skills are superior to their own, which may result in underestimating the support students need when using the Web for educational purposes.

The Web has certain characteristics such as its size, topicality and accessibility, as well as the use of hypertext and non-textual elements, that are complicated for users and require specific skills. Many students use the Web quite naturally, but 'Too often, students - and adults, too - mistake their ability to move around the Internet for the skills that they need to navigate and read it' [12, 189]. This is confirmed by extensive research into children's Web behavior, which shows children as lacking adequate search skills, as well as the necessary skills for critical evaluation of Web information. Although much research is based within librarianship and information science, with its tradition in the study of information-seeking behavior [14, 55], reading researchers and educational researchers have also focused on the Web as a new educational tool, requiring new skills and strategies from both teachers and students.

Empirical research into teaching Web skills and strategies is relatively scarce .Many studies are descriptive and small-scale and focus on students' search processes, that is, collecting information. Some studies describe students' own perception of their capability to use the Web [4, 11]. More recent studies look more closely at differences in students' information seeking behavior. In studies with an educational orientation, more attention is paid to the classroom context and the incorporation of learning to use the Web within that context. However, in most of these studies the focus is on tools that help students to use the Web better for knowledge construction. Studies on teaching Web literacy in the classroom are scarce and mostly aimed at upper-grade and university students. Although the mastery of Web literacy skills in itself does not lead to knowledge construction, they may be seen as precondition: when students do not know how to use the Web in a critical way, knowledge cannot be obtained. However, at primary school level students are already expected to use the Web for papers and presentations. They also use the Web frequently at home.

As learners develop their ability to find and select information on the Web, they will learn to integrate a variety of critical literacy skills - skimming, scanning, discriminating and categorizing. When learners learn how to find and select information on the Web, they will be able to:

 • identify words or concepts on a given topic;

 • use search engines to find items based on words or phrases;

 • use Web directories to find items based on topics or themes;

• select appropriate and relevant information from a Web search.

 

 ‘Surfing the net' is a term in current usage. However, such an unstructured approach to finding information on the Web is unlikely to result in finding useful information and often results in frustration. Consequently, Internet companies have developed two different ways to find information: search engines and directories, each of which require different skills and use a different approach.

Search engines such as Google or Yahoo! are based on words or phrases while directories are based on topics and themes. This difference is blurring somewhat as Google and Yahoo! Also have a directory and Yahoo! actually uses Google as its search engine. Most search engines rank the results by popularity or relevance; Google ranks by both popularity and relevance. The teachers we worked with found that their learners found Google and Yahoo! the simplest search engines to use.

1.3 Activities using web-skills

Many ESL websites offer teaching materials, lessons plans, games and other instructional resources that are freely available to students and teachers. They continue a long-standing practice of sharing and collaboration among TESOL teachers. Now through the Internet, this sharing extends world-wide and reaches out directly to students. A large number of these websites have been created by ESL teachers and along with instructional materials for students, they offer teachers opportunities for professional development by inviting contributions, ideas and discussion from teachers around the globe. An example is The Internet TESL Journal where ESL/EFL teachers all over the world contribute to the self-study quizzes for ESL/EFL students [18].

These ESL websites provide a valuable online service for teachers and learners alike. Teachers can find prepared lessons and materials addressing English language development in diverse content areas, curriculum and academic disciplines. Students of all ages, interests and learning goals can independently choose online instructional materials and activities that meet their specific language learning needs, and access them in their own time and at their own pace.

 Jones in Moote examines the characteristics of some online learning materials for students and describes three models of online learning sites for students: distributive, tutorial and cooperative.

In the distributive model, materials or lesson sheets are available for learners to study independently. Students respond to reading or listening passages by completing multiple-choice, gap-filling or other exercises. The software allows students to get immediate feedback on their answers.

The tutorial model is often found on fee-for-service websites that offer two-way communication between the teacher and the learner using email, chat, telephone or video conferencing.

The cooperative model allows students in the course to communicate with each other as well as with the teacher.

 Ho Mei Lin advises teachers to evaluate online ESL materials carefully before assigning them for independent study. She reminds us that learning activities which only engage students in achieving scores on tests and quizzes do not necessarily help develop their proficiency or ability to use the language effectively and appropriately.

 She recommends that teachers ‘select self-directed tasks and programs that teach students how to work independently' [12, 358] rather than direct them to a series of mindless drills or limit the choices they can make. It is crucial to provide feedback to the student, to offer choice of activity and to let them have ownership of their independent learning program.

King Koi's approach to using ESL websites with her students in an adult community education class draws on Jones's three models. She creates a class website that is password-protected and only accessible by her students.

She constructs a page of carefully researched links that includes ESL websites offering skills development in grammar, speaking, listening, reading, writing, spelling, pronunciation, general games and puzzles. These links are regularly updated and reviewed to keep pace with student learning. She begins each day with a lesson and assigns Web-based learning tasks to the class, many of which require interaction among the students .While these tasks are in progress she monitors each student, giving individualized support where needed. Later, students choose independent learning activities and at the end of the session complete an evaluation sheet outlining what they have learned from each site.

Unat [6, 128] uses a range of ESL websites with elementary level adult students. She notes that the interactive instructions on ESL websites pose some difficulties for her students and prevent them from accessing the learning materials. After teaching them the structure of an ESL website, the functionality of hypertext links, drop-down lists and drag-and-drop buttons and the language accompanying these functions, students are able to locate and complete online learning activities independently on ESL sites.

The Web has opened up a wealth of language learning resources for ESL/EFL students. ESL websites have general and special interest collections that are adequate for most students' needs. By taking the time to select websites and activities carefully and by monitoring their students' progress, teachers can offer a good online learning experience and provide their students with skills to continue their language learning independently, in their own time and at their own pace.      

Conclusion to the 1st chapter. In the first chapter we analyzed the concept of motivation using internet resources.  We found scholars from different countries and studied their articles, books.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

II Activities of motivating student's activities

 

2.1 Massive online open course

A massive open online course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants . MOOCs [17, 41] are a recent and widely researched development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012.

Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources. Some later MOOCs use closed licenses for their course materials while maintaining free access for students. Robert Zemsky  argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."

Provider	Type	Example institutional participants	Headquarters	Founded
Stanford Online	Non-profit	Stanford University	USA	2006
Khan Academy	Non-profit	n/a	USA	2006
NPTEL	Non-profit	Indian Institutes of Technology, Indian Institute of Science	India	2006
WizIQ	Commercial	IIT Delhi, Des Moines Area Community College	India/USA	2007
Canvas Network	Commercial	Santa Clara University, University of Utah, Université Lille 1	USA	2008
Peer to Peer University	Non-profit	n/a	USA	2009

 

 

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2.2 Online conferences

Online conferences greatly enhance your traditional face-to-face national conference, annual meeting or regional event through interactive webcasts, poster sessions, and unique opportunities for participant collaboration. Move your biggest events online to grow your audience and your revenues.

Bring your audience together with a purpose! Take one day to bring a few important experts to your members or develop a multi-day program with simultaneous session tracks that explore a subject in depth. Your online conference will foster discussion, networking and elicit conversations that go on for months after your event.

Moving Online Is Easy - for Everyone

Online conferences don't require participants to get on an airplane. They take less time away from work and don't require expensive hotel room and food expenses.

Organizers reach participants who have never attended events in the past, including international guests. And, best of all, your organization develops new revenue sources from both online conference registration AND related sponsor and exhibitor opportunities.

Our dedicated team offers a wealth of knowledge and expertise in planning, hosting and producing a wide range of events. Together we will create a unique, memorable experience that will also be profitable for your organization.

Building your Conference Together

While each event takes on its own personality, based on your audience and your objectives, you can expect to find these components in every Learning Times online conference:

Online Conference Website

 

The online conference community and website is the central hub for all interaction surrounding the conference and where the live online events take place.  The online community can be used pre- and post-conference and is meant to provide a home for conference marketing, ongoing discussion, networking and connecting with others - in addition to the schedule of activities taking place during the event itself. The community is capable of integrating most commonly used social and professional networking channels and tools, to maximize your interaction and outreach with your audience.

Learning Times online conference communities create a permission-stratified site so that both attendees and potential attendees can be served from the same web presence. This is very efficient and user-friendly as there is one place both to learn about the conference and participate in it. Commonly selected options offered by Learning Times include online registration and integrated ecommerce services.

Sample Conference Communities

• Smithsonian Problem-Solving Online Conference
• Jossey-Bass Online Teaching and Learning Conference
• TCC Worldwide Online Conference

2.3 Blog in education

A blog (a truncation of the expression weblog) is a discussion or informational site published on the World Wide Web and consisting of discrete entries ("posts") typically displayed in reverse chronological order (the most recent post appears first). Until 2009, blogs were usually the work of a single individual, occasionally of a small group, and often covered a single subject. More recently "multi-author blogs" (MABs) have developed, with posts written by large numbers of authors and professionally edited. MABs from newspapers, other media outlets, universities, think tanks, advocacy groups and similar institutions account for an increasing quantity of blog traffic. The rise of Twitter and other "micro blogging" systems helps integrate MABs and single-author blogs into societal new streams. Blog can also be used as a verb, meaning to maintain or add content to a blog.

The emergence and growth of blogs in the late 1990s coincided with the advent of web publishing tools that facilitated the posting of content by non-technical users.

Majority of them are interactive, allowing visitors to leave comments and even message each other via GUI widgets on the blogs, and it is this interactivity that distinguishes them from other static websites. In that sense, blogging can be seen as a form of social networking service. Indeed, bloggers do not only produce content to post on their blogs, but also build social relations with their readers and other bloggers. However, there are high-readership blogs which do not allow comments, such as Daring Fireball.

Many blogs provide commentary on a particular subject; others function as more personal online diaries; others function more asonline brand advertising of a particular individual or company. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave comments in an interactive format is an important contribution to the popularity of many blogs. Most blogs are primarily textual, although some focus on art (art blogs), photographs (photo blogs), videos (video blogs or "vlogs"), music (MP3 blogs), and audio (podcasts). Micro blogging is another type of blogging, featuring very short posts. In education, blogs can be used as instructional resources. These blogs are referred to as education blogs.

 Teacher can create web - site, afterwards students can share their ideas on this web site. The practical part will be done on http://blog.com/.

2.4 Activities used to create motivation

 

Activities	Explanation
CATALOG GAME	Have each student give their name and then identify something that would be found in a Sears or Penneys catalog that her or she would like to have. As each person gives their name and item, they must repeat all the previous items in order.
SPIDER WEB	Begin the activity by stating your name and something you like to do. Then, while holding onto the end of a ball of yarn, toss the yarn to someone else in the room. This process continues until all have shared and a spider web pattern has been created. Now, reverse the process by stating the name and activity of the person who tossed you the yarn, tossing the yarn ball back to him/her, winding up the slack as you go.
DIADS	Two students meet, exchange names, and share something interesting about themselves. These two meet and introduce their first partner to a new pair. Four meet four. Eight meet eight.
INDEX CARD PUZZLE HUNT	To prepare this exercise, the instructor needs half as many index cards as there are students. Write one question per index card and cut each one in half to create two unique puzzle pieces. Scramble the pieces and distribute one piece to each student. Students are to find their match and answer the question n the card.
TINKER TOYS	Divide students into groups of 6-8. Give each group a set of tinker toys. Let them create the ideal student, school, class, teacher, or whatever. When they have their creation finished, each group will explain theirs to the others.
ABSTRACT RECREATION	Draw an abstract design on a large piece of paper. Have one student come to the front of the room and, without showing the design to the rest of the class, explain how to draw the design. Compare creations. Discuss obstacles to communication and specific ways to overcome them.
PEANUT BUTTER AND JELLY	On a table place the following items: a jar of peanut butter, a jar of jelly, a loaf of bread, a knife, a spoon, and napkins. Ask a student to volunteer to tell you how to make a peanut butter and jelly sandwich. Follow the directions exactly as they are given: put peanut butter on bread. Place the jar of peanut butter on the loaf of bread. This vividly and humorously illustrates the importance of speaking with clarity and listening with understanding.
RUMOR CLINIC	Have six students leave the room. Tell the first student a 1-2 minute story full of details. Bring in a second student. Have the first student tell the second the same story. This process continues until all six have been told. The last one tells the story to the group, then the leader repeats the original story.
STRAWBUILDING	Divide into groups of 6-8. Give each group lots of straws (150 or more) and some tape. Tell them they have 10 minutes to build the tallest possible, self-supporting structure of straws. Give them one minute to discuss the planning and organization before they begin the actual construction. During the construction they may not talk.
COOPERATION SQUARES	Divide into groups of 6 (5 will participate and one will observe). Give each group an envelope containing all of the puzzle pieces. Each person is to be randomly given 3 pieces. Without talking each person is to assemble a six inch square using the pieces given and any others voluntarily given to him or her by other participants. At the end of the exercise, each participant will have a six inch square in front of him or her. For a sample set of puzzles, contact Patti Ireland, Towers High School.
NEWSPAPER SCULPTURE	Small groups use newspaper, tape and scissors to create a sculpture that represents a good school, a good student, a good teacher, or whatever. Upon completion, a spokesperson from each group explains their creation.
HEADBANDS	Make sets of headbands with statements on them such as (a) Laugh at everything I say. (b) Ignore me. (c) Order me around. (d) Cut me down. (e) Make me a leader. Etc.. Without the student seeing what it says, attach the headband to that so everyone else can see it. Have the group carry out an activity or a discussion observing the description on each person's headband. Afterwards, discuss what it felt like to be treated in a particular way.
LAP SIT	Make a circle with all members closely positioned together. At the signal, all try to sit on the lap of the person behind, keeping the circle together.
LINE UP	Have students, without talking, line up by height. Discuss how they got organized and what they could do to work more efficiently as a group. Repeat with birthdays, alphabetically, shoe size, etc.
KNOTS	Groups of 6,8,10, or 12 can do this. The students form a circle. To create a knot, students place their hands in the center. Everyone grabs a couple of hands, no one holding both hands with the same person and no one holding the hand of the person standing next to him/her. Now, untie the knot without breaking hands.
IALAC (I Am Loveable And Capable)	Make a sign with IALAC on it. As you go through a day's activities, tell how your image gets torn up. Tear up the sign as you do this. Then go back and restore the image, putting the sign back together again.
LETTER TO SELF	Have each student address an envelope and write a letter to him/herself reflecting on their current situation and where they hope to be in six weeks, six months, or a year. Instructor should give the letters to the students at the end of the agreed upon time.
TAKE IT OFF TO...	In small groups, ask students to take something and place it in the middle of their circle. No repeat items are allowed. Ask students to create from these items the ideal student, teacher, school, etc. A spokesperson will be asked to explain the creation.
COMMERCIAL AWARDS FOR EDUCATION/SCHOLARLY TRAITS	Assign each group a letter of the alphabet. For this letter, the group selects an advertising slogan or product that can be used to teach an educational concept. Design a poster that represents their award. For example, THANKS TO COKE FOR REMINDING US THAT EDUCATION IS THE REAL THING.

 

Lesson plan:

The date: 10.11.2015                                      

The theme:  Blog

The aim:

-          To develop pupil's writing skills by creating the web-site and writing own blog;

-          Students try to write correctly share their ideas ;

-         Students try to have a good conversation.

Materials:  Data projector, Internet-connected computers.

Organization moment:

-         Hello,  how do you do?

-          What news?

-         What`s  the weather like today?

-         How did you spend your weekend?

Checking up the home task

What was your home task?

New theme:

Today we are going to create web-site and try to write blog. Teacher can create web-site, afterwards students can share ideas on this web site. The topic will be chosen by students. Students will write in on theme. The practical part will be done on http://blog.com/.

So, let`s begin. .  .

Giving the home task

         Your home task will be to find out more information about blogs and write your own blog.

Evaluating

Some of you today were so active and your marks will be excellent, they are:

The students who were not so active they will get a little lower marks.

Conclusion to the 2nd chapter. In the second chapter we analyzed the massive open online courses, online conferences and the role of blog in education process.   Also, we gave the motivational activities to work with school children. In addition to this we gave the main 4 massive open online courses to learn English language. Moreover we prepared lesson plan on blogs and gave web-site to create, then the task was to write blog on interested theme. Motivational activities was created.

 

 

 

 

Conclusion

In general, motivation is the ‘neglected heart' of our understanding of how to design instruction [7,136]. Many teachers believe that by sticking to the language materials and trying to discipline their refractory students, they will manage to create a classroom environment that will be conducive to learning. Nevertheless, these teachers seem to lose sight of the fact that, unless they accept their students' personalities and work on those minute details that constitute their social and psychological make-up, they will fail to motivate them. What is more, they will not be able to form a cohesive and coherent group, unless they succeed in turning most "curriculum goals" (goals set by outsiders) into "group goals" (goals accepted by the group members, that is, students). Learning a foreign language is different to learning other subjects.  Therefore, language teaching should take account of a variety of factors that are likely to promote, or even militate against, success. Language is part of one's identity and is used to convey this identity to others. As a result, foreign language learning has a significant impact on the social being of the learner, since it involves the adoption of new social and cultural behaviors and ways of thinking.

We analyzed the concept of motivation using internet resources.  We found scholars from different countries and studied their articles, books. All scientists who researched this topic they wrote that the role of using of information techniques in teaching is crucial, because it helps to motivate students to learn English.

Also, we gave the motivational activities to work with school children. In addition to this we gave the main 3 massive open online courses to learn English language. At the end of the MOOC students will take certificates from foreign countries. So, this certificate will give them motivation to learn language. Moreover we prepared lesson plan on blog and gave web-site to create, then the task was to write blog on interested theme. We created motivational activities to work with school children.

To sum up, we may conclude that the given aim was achieved, the objectives were studied. In theoretical part we researched the work was the usage of motivation in English teaching language reveals its causes and tendencies. We studied foreign and our scientists articles. In practical part we showed some MOOC to learn English language, web-sites to create and work with, lesson plan on blog, activities to motivate students.

 

References

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2.Argyle, M. 1969. Social Interaction. London: Tavistock Press.

3.Benson, P. 2000. Teaching and researching autonomy in language learning. London: Longman.

4.Chambers, G. N. 1999. Motivating language learners. Clevedon: Multilingual Matters.

5.Covington, M. 1999. Caring about learning: The nature and nurturing of subject- matter appreciation. Educational Psychologist, 34: 127-36.

6.Daniels, R. 1994. Motivational mediators of cooperative learning.PsychologicalReports, 74: 1011-22.

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20. http://www.differencemakers.com/elections/pdf/activities.pdf

                                                                               

 

 

 

 

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