What changes the English as a foreign language Learners during examinations
Lina Maria Lopez * squirmed its place for the fiftieth time scratched her scalp, until he was nearly raw and sighed. Mechanical pencil in one hand and a bright red lollipop in hand, she fought catastrophically with her final exam in English as a foreign language. Only in its second semester in English "lights" still "clicked on" yet.Not a good University student throughout its basic English as a foreign language is still the worst theme She glanced around the room., on the other disciples, EFL teacher to its verification document. EFL
"Tap, tap, tap, tap, tappity". Luis Felipe Rodriguez * drummed on the table, put his well-worn sneakers, hummed the salsa beat and watch the wall plastered poster class to "inspiration" behind it. "Yeah, yeah, yeah, yeah-dat dat and dada dada, doom." His English as a foreign language level two exams paper is still almost empty. More than half of the final exam, the time available.It is not this examination, he would almost certainly have to repeat the English next semester.He had already accepted his additional semesters only to get this far. "What time is it? "he asked the teacher but it really doesn't matter.
The functionality of the brain
EFL teachers should know that the human brain needs three key elements to operate with maximum efficiency. These are: oxygen, water (liquid) and sugar (preferably from complex carbohydrates) just before and during the exam, it's not uncommon to see English as a foreign language students eating sweets, bar chocolate, hard, lollipops, or even a batch of raw sugar. I draw lines on chewing gum, in large part to "tend to Wind" stuck in the racks. is the brain with the need for sugar, which I let you "food" high carbohydrate and high sugar content products before, during, English as a foreign language examinations.
Some causes of Cheating on English as a foreign language examinations
When EFL students often openly or "cheats" in the examination, it is likely, as a rule, one or more of these factors related to motivation, which include:
o lack of English as a foreign language grammar and theme studies
o poor English class attendance
o do not understand or use English as a foreign language skills in the classroom
o lack of English as foreign language/repetition successfully internalize skills and materials
o poorly focused learning methods
o lack of English teaching materials
(o) "Chemical addiction addiction problems (i.e., caffeine, nicotine, etc.)
o personal or family problems
o without taking English as a foreign language is quite serious studying
o poor language aptitude
o learning disabled
o lack of adequate or effective English as a foreign language training resources
This, of course, but the "partial" list of features.This may affect not only English as a foreign language skills, but overall the intrinsic and extrinsic motivation EFL learners.
EFL teacher emotional factors
Then, of course, as an English as language teachers, we often face many additional factors that directly or indirectly impact and influence on internal/external motivation of our students in EFL. as many of you, for example adverse effects:
o large EFL student class groups
o too low a number of English as a foreign language contact hours per week
o behavioral problems of English as a foreign language learners
o excessive administrative requirements
o lack of resources, equipment and materials
o extremes mixed ability English language knowledge and skills among your students EFL
o lack of sufficient, on-going governmental, administrative or parental support
o personal problems independently
Of course the list could go on but you get the point, isn't it?
What can I do if anything?
In the next article in this series we'll continue to look at some of the features of English as a language teacher and EFL students are affordable solutions, to minimize or eliminate many of the above internal and external emotional factors. This will no doubt improve our EFL learners motivation. Accordingly, included in our curriculum and daily schedule, we must be able to generate some improvement and greater success in our classrooms EFL and English as a foreign language learners themselves.
Professor Larry m. Lynch-EFL teacher trainer, intellectual development specialist, author and speaker, he wrote AN ESP learning foreign languages, the texts of teaching English and hundreds of articles used in more than 125 countries worldwide: get your free PDF report format on CD or via email, "Creative, dynamic ways to motivate and teach English as a foreign language for different groups of Learners" requesting title reluctantly: lynchlarrym@gmail.com
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