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Date Posted: 09:20:41 05/14/07 Mon
Author: Fernanda Gabriela
Subject: Peer Editing to Allisson Paiva

English Learning Motivation in a Regular School Environment


Through the last decades, with the insertion of the English language in the regular school curricula, many scholars had assumed that it is impossible for learners to become really aware of all the aspects of this language just with the regular classes. Furthermore, researches carried out along these years proved that not only the students but also the teachers are not focused in the language as a whole but only as a matter of structures and mainly writing and reading skills. Consequently, it is not possible to a regular student to ‘learn’ English by these classes. However, [X] on the other hand, it is actually possible for regular students to learn the ‘four abilities’ in a public school class environment if the correct support is provided.
To start with, the students do not want to study deeper the topics they learn in school. This a very important argument concerning teacher’s blames towards uninterested learners. Although this is true, we are likely to observe that the classes are most of time lecture-based ones. So, in this way, learners tend to daydream since their brains are able to absorb 400 to 600 words per minute but they are exposed to only 200 words per minute as stated by David Daniels. As the stimulus is not provided, the students consequently will not be stimulated to produce outside class. Then, we can clearly state that dynamic classes will lead to more effective student participation. As a result, the problem of lack of interest will be solved. As stated* by Içami Tiba: “ if it is permitted to use a metaphor to teaching we would say that the teacher is a great cook: he is supposed to prepare the classes, or, in other words, the meal in a way that it is not only attractive but also easy to the students digestive system. Also, provide different seasonings to the class, for the students will increase their intrinsic motivation to study the language”.
Other important fact discussed by high school and elementary school teachers towards English teaching is that the students come to class already unmotivated. It has already been proved that this is a true fact.[P] However, what are the aims for someone to study English? Rod Ellis assumes that extrinsic motivation, or the reason why someone learns a second language plays an important role in the intensity that someone dedicates his/her time to this language. Thus, he affirms that one [PERSON/STUDENT/LEARNER] is not able to learn if there is not a proposal to it. Logically, if we wish the learners to come to class neither apathetic nor lacking in enthusiasm, we must provide them a reason, a purpose to study the language in a way they are going to see why they should learn.
Finally, teachers claim that it is impossible to teach to classes with a great number of students. First, because they will not pay attention [V] the class and second because with a great number of learners, it is hard to develop different activities since it will produce much extra work such as exercise correction. Nevertheless, in contrast to this, it has been proved on scientific ground that the best way to learn is group work. “There are more than ten potential good topics concerning group work in class for instance the increase of oral production, socialization and also the reduction of extra work for the teacher” (Ellis, 2003). Therefore, working in groups will increase the student’s incentive for the class and consequently reduce the teacher’s extra work. In a class of forty students, for instance, if the teacher divides the class into eight groups of five, s/he will only have eight works to correct instead of forty.
To conclude, there has been a great discussion concerning the motivation of the learners towards the English Language in regular schools. Although most of teachers assume it is impossible to teach the English four abilities in a regular school environment and also make the learners interested in this subject, this essay discussed that, on the other hand, it is possible to teach the four abilities and make students interest increase if the correct support is provided to them. Indeed, it has been proved that it is possible to make classes that promote students interaction and also motivation increase conversely to the present English classes reality alleged by most of the English teachers in regular schools.

Allisson, your essay is very well written. Indeed, I could find just a few mistakes that are commented below. You wrote a good introduction, developed it throughout the paragraphs
and listed them in the conclusion without adding new information.

"However, on the other hand" use just one of them
"As stated* by Içami Tiba" since you used the word "stated" in the same paragraph I think you should use another one such as "According to Içami Tiba.."
"pay attention TO the class"

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