Annotated Bibliography
Spithill, A. (1980). Motivation and Language Teaching. Hispania, 63(1), 72-72. doi:10.2307/340815 This article focuses on the motivation and psychology required for language teaching. “In order to learn, one must want something, notice something, do something” (Spithill 1980) is the main idea of the article. Her research shows that foreign language classes have the highest attrition rates because of the tedious nature of language learning and the boredom that comes with it. She postulates that proper motivation will dissipate these feelings from students. Another tactic to motivate student is rewards for performing and subsequent reinforcement of what was performed. Any well-rounded linguistic teacher is trained in these …show more content…
(1965). Activity and Motivation in Mathematics. The American Mathematical Monthly, 72(4), 407-407. doi:10.2307/2313507 Moise writes about the learning behind mathematics. He writes about the mathematics involved in a four year degree at a university. Degree plans are often regarded by how many mathematics classes are involved and how hastily the concepts are taught. Moise “does not believe the effect of an educational program can safely be judged by the quantity of knowledge the student can demonstrate on an examination” (Moise 1965). He backs up his statement with his experience as a doctoral student. Moise studied as a doctoral student at the University of Texas. A professor, Moore, taught his classes by giving students research problems to examine, without telling them what they were. The students spent a majority of their time working on these. This style of teaching proved to be more effective than any other, due to the number of famous mathematicians that came out of Moore’s classes. I appreciate Moore’s teaching style because I enjoy learning something wholly and retaining the knowledge rather than cramming the information into my brain and forgetting it post-examination. Learning by doing is much more effective than reading and memorizing a specific set of rules, phrases, definitions, etc. The student will gain more knowledge by physically doing a lengthy problem, rather than simply reading about
Spithill, A. (1980). Motivation and Language Teaching. Hispania, 63(1), 72-72. doi:10.2307/340815 This article focuses on the motivation and psychology required for language teaching. “In order to learn, one must want something, notice something, do something” (Spithill 1980) is the main idea of the article. Her research shows that foreign language classes have the highest attrition rates because of the tedious nature of language learning and the boredom that comes with it. She postulates that proper motivation will dissipate these feelings from students. Another tactic to motivate student is rewards for performing and subsequent reinforcement of what was performed. Any well-rounded linguistic teacher is trained in these …show more content…
(1965). Activity and Motivation in Mathematics. The American Mathematical Monthly, 72(4), 407-407. doi:10.2307/2313507 Moise writes about the learning behind mathematics. He writes about the mathematics involved in a four year degree at a university. Degree plans are often regarded by how many mathematics classes are involved and how hastily the concepts are taught. Moise “does not believe the effect of an educational program can safely be judged by the quantity of knowledge the student can demonstrate on an examination” (Moise 1965). He backs up his statement with his experience as a doctoral student. Moise studied as a doctoral student at the University of Texas. A professor, Moore, taught his classes by giving students research problems to examine, without telling them what they were. The students spent a majority of their time working on these. This style of teaching proved to be more effective than any other, due to the number of famous mathematicians that came out of Moore’s classes. I appreciate Moore’s teaching style because I enjoy learning something wholly and retaining the knowledge rather than cramming the information into my brain and forgetting it post-examination. Learning by doing is much more effective than reading and memorizing a specific set of rules, phrases, definitions, etc. The student will gain more knowledge by physically doing a lengthy problem, rather than simply reading about