RT: #octubre 2016

History of the English Language — «The History of Halloween» — [MP3/Podcast]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/halloween.html"> <img alt="The History of Halloween - Official Website - BenjaminMadeira" border="0" height="344" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4bHLN3HdEOFbABN-_HJSPFaAAubXQTeQ2yIn4Lde9N0yyu5REkarP7bCyWzU5DWWxrwaJe4GOgA9t7v0Vhnu9op1YkEdLh2SdiNWJqNqgp3SWkI6SBKxQGZMcbesJ1iZZte5pIok6SOs/s280/history-halloween-BenjaminMadeira-com.jpg" title="The History of Halloween - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> The History </font></a> of the <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> English Language </font></a> - Photo: <a href="https://www.google.com/#q=Halloween+History+of+the+English+Language+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="The History of Halloween"><font color="#FF4000"> © Patricia Zavalan/Instagram</font></a> / <a alt="The History of Halloween" href="http://www.benjaminmadeira.com/search/label/history-of-english" style="text-decoration: none;" target="_blank" title="The History of Halloween"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/0auZsI] A look at the history of_______________________Halloween.</span></div></H2> <br /><br />
 
<div class="citajbm"> :: RT: The History of Halloween ▶ https://goo.gl/OsGrpl ◀ Witches flying on broomsticks with black cats, ghosts, goblins, and skeletons have all evolved as symbols of Halloween | #English #Language #EnglishHistory #OldEnglish #Podcast #History #Halloween </div> <br /><br />

<div class="JBMCode"> We cannot understand what a language is until we know its history. More than for most subjects, history is the key to language, because the very fabric of a language – its vocabulary, its grammar, its spelling, and so on – is a living record of its past. From the middle of the fifth century (450AD) and for the next 100 years or so waves of migrating tribes from beyond the North Sea brought their Germanic dialects to Britain. These tribes are traditionally identified as Angles, Saxons and Jutes. </div> <br /> <br />

<div class="citajbm"> English is said to be a Germanic language, but why is it that more than half of its words are of Latin or Romance origin? Why do we sometimes have a wide choice of words to express more or less the same thing? And what is to blame for the chaotic English spelling? We can point to some crucial events, such as the coming of Christianity or the Norman invasion, and study texts from these and other periods to find a pattern in the weave of the language. So where do we begin? Long before any Roman legions sailed across what we now know as the Straits of Dover, the British Isles were inhabited by various Celtic tribes.  </div> <br /> <br />

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<center><strong><span style="font-size:20px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — «The History of the English Language» :: The History of Halloween. </span></span></strong></CENTER><br />
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    <CENTER><div class="track-details"> The History of English Language</div> </CENTER>
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<CENTER>This audio file should be playable on most browsers. It has been tested succesfully on : Microsoft Edge, Adblock Browser, Lightning Browser, Firefox 10, 12, Chrome 37, Opera 11, iPhone, iPhone 3, iPhone 4, iPhone 5, iPhone 6, iPhone 6 plus, & iPad (IOS 3+) , Android 2.3 (2010) up to 4.4.4 (2014) , Internet Explorer 8, 9, 11, Surface Windows RT, Dolphin Browser for Android, UC Browser for mobiles & tablets. </CENTER>

<ol>
<li class="playing">
<a alt="The History of English Language" data-src="https://archive.org/download/EnglishIsCrazy/English-Is-Crazy.mp3" href="#" title="The History of English Language">The History of English Language – English is Crazy - 2min</a> </li>

<li><a alt="The History of English Language" data-src="https://s3-us-west-1.amazonaws.com/patreon.posts/7228905812869662454.mp3?source=http://www.benjaminmadeira.com/2016/10/halloween.html" href="#" title="The History of English Language"> The History of English Language – The History of Halloween, MP3 - Lecture by Kevin Stroud - 15min</a> </li>

</ol>

</span> </strong> </ul> </div> </strong></font></span> </CENTER> </div>  </div>
<div class="citajbm"> <a alt="The History of the Alphabet, mp3" href="http://www.cdbaby.com/cd/kevinstroud" style="text-decoration: none;" target="_blank" title="The History of the Alphabet, mp3"><font color="#FF4000"> Support Kevin Stroud's work by buying his podcast: "The History of the Alphabet". The History of the Alphabet explores the history of the letters which make up the modern English alphabet - Available as MP3, MP3 320, and FLAC files. $6.00 for entire series</font></a>. </div> <br />
<br />

<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> "The Adventure of English" is a British television series (ITV) on the history of the English language presented by Melvyn Bragg. The series ran in 2003. "Birth of a Language", "English Goes Underground", "The Battle for the Language of the Bible", This Earth, This Realm, This England", "English in America", "Speaking Proper", "The Language of Empire", "Many Tongues Called English, One World Language" :: </span></strong>  </CENTER> <br /><br />
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History of the English Language — «The History of Halloween» — [MP3/Podcast]

The History of the English Language - Photo: © Patricia Zavalan/Instagram / illustration — [https://goo.gl/0auZsI] A...

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English — «Anniversaries» - Speak English With MisterDuncan — (Videos/MP4)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/anniversaries.html"> <img alt="Learning English - Lesson 67 - Anniversaries, Speak English With MisterDuncan - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitxvLRlBPcPyQzJ9nrHLebX9ukzZWclV7Qi0asyxaLjHGyte1suVAsIEMx7kt9VRu_aiL9lfZ1O0uCNEM_RFWEOaqUwExjazMPHmzu8ldynw6P4d6I1WgZ5QKtbGcNfCeenYh6RbjR9t_Y/s280/Anniversaries-BenjaminMadeira-com.jpg" style="width: 280px;height: 175px;" title="Learning English - Lesson 67 - Anniversaries, Speak English With MisterDuncan - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan </font></a> - Photo: <a href="https://www.google.com/#q=Learning+English+Lesson+Sixty+Seven+Anniversaries+Mister+Duncan+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan" href="http://www.benjaminmadeira.com/search/label/misterduncan" style="text-decoration: none;" target="_blank" title="Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/rb3fEJ] You know the world of English is a fun and exciting place to be._______________________And now, a look at anniversaries. Your birthday is usually the most important as it symbolizes both your arrival into the world and your ongoing progression through life.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Anniversaries ▶ https://goo.gl/gSsrX1 ◀ "What am I now that I was then? // May memory restore again and again // The smallest color of the smallest day: // Time is the school in which we learn // Time is the fire in which we burn." --Delmore Schwartz- Calmly We Walk Through This April Day (1938) | #BrE #BritishEnglish #RP #UK #English #MisterDuncan</div> <br /><br />

<div class="JBMCode"> Mr Duncan is an English teacher born in Stafford (United Kingdom), who after working for 4 years in China as a teacher of English conversation, returned to the UK and decided to create free videos (uploaded to YouTube) to teach English to anyone.</div> <br /> <br />

<center><b><font face="Verdana" size="3"><a href="http://facebook.com/sharer.php?u=http://www.benjaminmadeira.com/2016/10/anniversaries.html" oncontextmenu="alert('English - BenjaminMadeira.com - Official Website');return false" oncopy="alert('English - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via FACEBOOK"><font color="#CC0000">SHARE: FACEBOOK</a></font></font></b> | <b><font face="Verdana" size="3"><a href="http://twitter.com/home?status= — Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan http://www.benjaminmadeira.com/2016/10/anniversaries.html [via @BenjaminMadeira]" oncontextmenu="alert('English - BenjaminMadeira.com - Official Website');return false" oncopy="alert('English - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via TWITTER"><font color="#CC0000">TWITTER</a></font></font></b></CENTER><br />
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<div style="text-align: center"><span style="color: blue"><span style="font-size: 18pt; line-height:18pt"> <strong> • <a href="#misterduncan" onclick="jwplayer('misterduncan').load({file: 'http://mp4.tienganh123.com/duncan/bai67.mp4'}); jwplayer('videomp4').play();">Click - Play: Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan.</a> </strong> </span></span></div> 
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<CENTER> <strong><span style="font-size:16px; color: #FFFF00; background-color: #F52887;"> <a class="explicacion">Video: Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan, intended for nonprofit, educational use / study purposes only. <span> Videoclip for study purposes only </span> </a> </span> </strong> </CENTER> <br />
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<div style="text-align: center"> <a alt="Play - Speak English With Mister Duncan" href="javascript:void(0);" onclick="window.open('http://mp4.tienganh123.com/duncan/bai67.mp4', 'popup', 'left=290, top=200, width=1110, height=820, toolbar=0, scrollbars=0, status=0, resizable=1')" style="text-decoration: none;" title="Play - Speak English With MisterDuncan"> <table border="0" cellpadding="5"> <tbody> <tr><td><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEMnrwj1i9mx-WqbLAzZ0yoOa7xx7briDJ702IoYd5_gcNH_4lrbyCa6riyS10IQ415-DftdiMYSuaTmHTXHIJ6riATlycnVcimi5SIt8JsW6ekFsf25islCR-jeYDWzxOQUwvXWcygrTr/s600/video-clip-play-BenjaminMadeira-com.gif" style="width: 150px; height: 150px; border: 0px none ;" /></td> <td><span style="font-family: Impact; font-size: x-large; line-height:20pt">Click - Play - Speak English With MisterDuncan: Lesson Sixty Seven - Anniversaries.</span></td></tr> </tbody></table></a> </div>
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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Youtube Playlist: Learning British English #BrE #RP #UK #BritishEnglish :: </span></strong>  </CENTER> <br />
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<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> Youtube Playlist: "English Tutorial," 'Learning English with MisterDuncan' :: </span></strong>  </CENTER> <br />
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English — «Anniversaries» - Speak English With MisterDuncan — (Videos/MP4)

Learning English - Lesson Sixty Seven - Anniversaries, Speak English With MisterDuncan - Photo: © Creative Commons / illustratio...

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Feedback, Commitment — «Motivation Through Conscious Goal Setting» — (PDF/Video)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/motivation-goals.html"> <img alt="Motivation through conscious goal setting - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8RuGjFGPgGts5E7Py9K85uEZcop79_VN54Uxsh_leCCBaw12Z3CnhQvH0eNMtZEzn73gzibLvhIDhD7dQr1Rnq2afqWfFjAAoWCbfwFDRy-A441-aNTjOyE4vz-KWfjtGn-etUWTGC-vm/s280/dont-quit-motivation-BenjaminMadeira-com.jpg" style="width: 280px;height: 175px;" title="Motivation through conscious goal setting - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> Motivation </font></a> - Photo: <a href="https://www.google.com/#q=Motivation+through+conscious+goal+setting+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> © Creative Commons</font></a> / <a alt="Motivation through conscious goal setting" href="http://www.benjaminmadeira.com/search/label/psychology" style="text-decoration: none;" target="_blank" title="Motivation through conscious goal setting"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/x7irDU] The relationship between_______________________the study process, motivation resources, and motivation problems</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: The study process ▶ https://goo.gl/ZpxJ77 ◀ is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. | #StudyProcess #Motivation #ResourcesAndProblems #EducationalSystems #UniversityStudies #StudyNotes </div> <br /> <br />

<div align="center"><div style="border-style: ridge ridge dashed; border-color: rgb(255, 255, 255); border-bottom: 1px dashed rgb(255, 255, 255); overflow: scroll; width: 100%; color: rgb(255, 255, 255); height: 336px; background-color: rgb(0, 0, 0);" align="center"><br />
<p><span style="color: rgb(255, 255, 255);font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px"  > <strong> 3 Reasons why... </strong></span></p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  ><br />
you’re still an intermediate level language learner:
</span> </p>

1) Most learners fail to set clear goals and develop healthy habits early on <br /> <br />

2) Most learners expect their progress to be linear, while in fact any skill development has diminishing marginal returns <br /> <br />

3) Most learners quickly reach a comfort zone in which they have trouble getting out of <br /> <br />

Most learners fail to set clear goals and develop healthy habits. <br /> <br />

Here are three quick questions for you: <br /> <br />

1) Have you set goals regarding your language learning? <br /> <br />

2) Have you written them down? <br /> <br />

3) Do you have a plan to accomplish them? <br /> <br />

If you’ve answered “no” to two or more of these questions, you need to grab a pen and a paper and get to work, now. According to the research of psychologists, neurologists, and other scientists, setting a goal invests ourselves into the target as if we’d already accomplished it. Having goals helps you to track your progress and gives you a sense of direction, which in turns help to increase motivation and reduces your chances of giving up. <a alt="Research conducted by Psychology professor Dr. Gail Matthews" href="http://www.dominican.edu/dominicannews/study-highlights-strategies-for-achieving-goals?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Psychology professor Dr. Gail Matthews"><font color="#FF4000">Research recently conducted by Psychology professor Dr. Gail Matthews shows</font></a> that people who wrote down their goals, shared this information with a friend, and sent weekly updates to that friend were on average 33% more successful in accomplishing their stated goals than those who merely formulated goals.  <br /> <br />

<a alt="Research conducted by Edwin A. Locke, a scientist at the University of Maryland" href="http://ac.els-cdn.com/S0962184996800059/1-s2.0-S0962184996800059-main.pdf?_tid=616fc952-8bfe-11e6-8fc2-00000aacb35e&acdnat=1475783715_e577fff436b56f87970c45f9eb03b925?source=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Research conducted by Edwin A. Locke, a scientist at the University of Maryland"><font color="#FF4000">Another study undergone by Edwin A. Locke, a scientist at the University of Maryland concludes</font></a> that “Goal-setting effects are quite robust, typically yielding a success rate of 90%, even including studies that made methodological and/or theoretical errors.” <br /> <br />
</strong> </span> </p>
 
<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:25px;font-weight:bold;color:#FF4000"  > 
Most learners expect their progress to be linear.
</span> </p>

<p> <span style=";font-family:Geneva,Arial,Helvetica,sans-serif;font-size:22px;font-weight:bold;color:#848484"  > <strong> 
The improvement of skills works on a so-called “logarithmic scale” as opposed to linear, to put it in fancy terms. What this means is that as you get better, it gets harder and harder to improve. Elite athletes, for example, expend enormous effort to shave seconds off their best times, whereas novice athletes can shave minutes with just a little practice. The same goes for language learning: at the beginning you make quick improvements, since you’re essentially starting from a blank slate. But as you progress, you see diminishing returns proportional to the amount of time and effort that you put in. That’s a totally normal phenomenon, the key is simply to be prepared for it. <br /> <br />

As productivity author Scott Young says, “Assuming straight-line growth means overconfidence in long-term progress. As a result, it is easy to hit plateaus if the difficulty isn’t deliberately tuned to break your comfortable rhythm.” More importantly, Scott adds: <br /> <br />

"In logarithmic domains, two mindsets are important. In the beginning, high-growth phase, the emphasis needs to be on maintaining long-term habits. Since growth is fast initially, care needs to be taken so that it won’t slide back down once effort is removed. In the later, low-growth phase, the emphasis needs to be on habit breaking. Since low-growth is often caused by calcifying routines, deliberate effort needs to be taken to break out of that comfort zone." <br /> <br />

However, there’s a plus side to reaching an intermediate stage in any given language, which shouldn’t be forgotten: once you have cleared the first hurdles of starting literally from scratch, learning becomes easier and so your enjoyment of the language and your mental stamina increase. We can spend much more time on real content, and that time is not restricted to language learning material anymore. We can talk with friends, watch TV and movies, read books. We are not deliberately spending time with the language anymore– we are using and enjoying it. We can spend countless, precious hours with the language. Let me tell you a little personal story: I’ve been learning Catalan for several months now, and at first, even though progress was a lot quicker, it was fairly hard at times to keep my motivation high because I had to go through a lot of language learning material rather than “real content.” But as I got to an intermediate stage, I really started enjoying a lot of material that any other native speaker would enjoy: watching movies and TV series, reading simple books, understanding the lyrics of songs, etc. It felt like I was no longer “studying”, but rather truly embracing and enjoying the language. Even though progress was a lot slower, it almost didn’t matter, because I wasn’t into the game to reach some kind of destination, but rather to enjoy the journey. Before this post gets too long, let’s turn our attention to the “low-growth” phase that swe were talking about a bit earlier, and why most of us fail to pierce through that barrier and instead choose to rest on our laurels by dabbling aimlessly in one or more foreign languages. <br />

Most learners quickly reach a comfort zone. <br /> <br />

Is your goal in life to be great, or is it to avoid discomfort? If we didn’t have to work hard to reach success, we wouldn’t appreciate it. Hard is what makes it great. Yet, in the back of our minds, somehow we all want to have it easy. We want to go through the smooth, paved, straight road to success, rather than the unbeaten bush. Let me tell you one thing: the straight, paved road doesn’t exist. Most people reach their “comfort zone” because they start telling themselves that their level is good enough. My career is “good enough.” My level of health is “good enough.” My Spanish is “good enough.” This phase is also sometimes called the “autonomous stage,” when we figure that we’ve gotten as good as we need to get (which doesn’t mean anything if you haven’t set yourself some clear goals in the first place) at the task and we’re basically running on autopilot. During that autonomous stage, we lose conscious control over what we’re doing. <br /> <br />

But what separates experts from the rest of us is that they focus on their technique, stay goal-oriented, and get constant and immediate feedback on their performance. Remember that when you want to get good at something, how you spend your time practicing is far more important than the amount of time you spend. In fact, in every domain of expertise that’s been rigorously examined, from chess to violin to basketball, studies have found that the number of years one has been doing something correlates only weakly with level of performance. Constant feedback is also crucial in order to rapidly push through a plateau, for example. Getting feedback is also helpful for learning what you’re doing right, which can give you a boost of confidence and help you realize that you are in fact making progress.. This serves to reinforce a positive mental attitude and helps keep you motivated. Don’t get stuck in the trap of ‘good enough’. There is no such thing as good enough, or even not enough. All that matters is how much you are doing. <br />
</strong> </span> </p>

</div></div>

<div class="JBMCode"> The study process has an important role in students' lives. It means that each student uses a unique way to prepare, learn, and remember new and difficult information. It can also be expressed as a students' tendency to search for meaning, memorize information, and succeed based on their intention to learn. Some students try to find and form a meaning, this process can be described as deep learning, while others try to memorize the subject without associating it with other subjects. Still others try to learn with the intention to succeed without finding and forming meanings (Biggs et al., 2001). Studies on this subject show that the study process of students varies according to their intentions (Ekinci, 2009, and Richardson, 2003). The study process may also include variables such as the students' previous education, features of the teaching and learning environments where they study, their epistemological beliefs, critical thinking, and academic success levels and grades (Richardson, 2003, Gijbels and Dochy, 2006 and Ekinci, 2009).  <br /><br />

Teachers must have knowledge about the study process of their students. Determining which deep and superficial approaches students use during studying will contribute to creating effective-learning environments. Teachers should have information about the learning approaches which are being used because this will provide an opportunity to take steps toward helping students with superficial-learning approaches to use deep-learning approaches. Educators should use different learning approaches and kinds of feed- back for motivation. <br /><br />

Motivation is a key for success and well-being. Motivation provides self-awareness to individuals by stimulating them (Gelona, 2011). It is also defined as a power that activates, maintains and directs goal-oriented behavior. Motivation is a prerequisite in the learning process and an important factor in academic success (Acat and Köşgeroğlu, 2006). Motivation is said to be related to such results as learning, performance, curiosity, and continuity in education. Therefore, educators should determine the relationships among motivation, academic success and learning and the factors that affect those subjects (Yoshida et al., 2008). Motivation resources and problems include internal, external and negative motivation (Acat and Köşgeroğlu, 2006). They can be classified as intrinsic motivation, extrinsic motivation and amotivation according to Ryan and Deci (2000). In intrinsic motivation, the main reason for performing the specific task is the individual's pleasure and satisfaction; whereas in the extrinsic motivation, the individual performs an action to get important results for him/her or for extrinsic award. Motivation problems emerge when individuals are unable to bring about a connection between their situations and the task or activity to be undertaken. This is defined as negative motivation or amotivation. Factors such as experiencing the effort of learning, seeing themselves as inadequate, being under pressure and having a fear of failure cause motivational problems in students. Motivation is one of the preconditions of learning. A student who is not motivated sufficiently is not ready for learning and therefore not using learning approaches (Ryan and Deci, 2000).  <br /> <br />

When students use their instinct for learning, their academic success level will inevitably increase. However, to promote this desire for learning, information should be given that arouses students' curiosity. Curiosity is only aroused when students consider information necessary. Therefore, educators should provide daily life-related information to students in both clinical environments and classrooms. Educators can motivate students to increase their personal efforts by boosting their eagerness to learn. Thus, educators should use active-learning strategies while giving information to students. For example, it cannot be expected that presenting information using speech which is ordinary, monotone and not self-renewing, generates motivation.  <br /> <br />

Educators should imbue students with the idea that they are not only students during their undergraduate education, but should remain students throughout their lifetimes.  <br /> <br />

Ryan and Deci (2000) argue that students' internal motivation should be high in terms of willingness to learn, and that knowing the external motivation resources and transforming them into internal motivation resources are important ways to increase professional motivation.  <br /><br />

when the internal motivation and negative motivation increases, the deep-learning approach increases. Also when the external motivation increases, the superficial approach increases. Students who adopt the deep-learning approach aim to understand. Therefore, their internal motivation is higher. These results indicated that the superficial approach is based on external motivation or the fear of failure. <br /><br />

The characteristics of the education system, the learning environment, teachers, and academic and social self-perception are also variables that may affect learning approaches. The sociodemographic characteristics like grade, income and family type affect also deep learning. </div> <br /> <br />

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<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> "Motivation through conscious goal setting," by Edwin A. Locke, <a name="pdf">PDF</a> :: </span></div></H2> 
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<div style="text-align: center"> <span style="color: darkgreen"> <span style="font-size: 17pt; line-height:10pt"> [ <a class="explicacion"> <b>Edwin A. Locke, intended for nonprofit, home use / domestic, educational, discussion purposes only.</b> <span> Edwin A. Locke, discussion purposes only. </span></a> ] </span> </span> </div> <br />

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<div style="text-align: center"><span style="color: blue"><span style="font-size: 13pt; line-height:12pt"> <strong> The first 20 hours -- how to learn anything: </strong> </span></span></div> 
<h2> <a name="youtube"> <div class="incrustarse"> <div class="clips-jbm"> <CENTER> <div id="motivation"></div> </CENTER> </div></div> </a> </h2>

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<div class="citajbm"> 
<span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <span style='font-size:20px;'>Sources / References :</span> </span> <br /><br />

• [1] <b>Acat</b>, M.B., Köşgeroğlu, N., 2006. <a alt="Motivations resources and problems scale" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-33845313617&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a1#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Motivations resources and problems scale"><font color="#FF4000">Motivation's resources and problems scale</font></a>. Anatol. J. Psychiatry 7, 204–210. <br /> <br />

• [2] <b>Biggs</b>, J., Kember, D., Leung, D.Y., 2001. <a alt="The revised two-factor study process questionnaire" href="https://drive.google.com/file/d/0B4kGy0lOHL12RjJpNi0zdkNnSTg/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="The revised two-factor study process questionnaire"><font color="#FF4000">The revised two-factor study process questionnaire</font></a>: RSPQ-2F. Br. J. Educ. Psychol. 71 (1), 133–149 <br /> <br />

• [3] <b>Ekinci</b>, N., 2009. <a alt="Learning approaches of university students" href="https://www.scopus.com/record/display.uri?eid=2-s2.0-84892923404&origin=inward&txGid=37A51FE1E0D18A058334B81376E2EA97.wsnAw8kcdt7IPYLO0V48gA%3a10#?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Learning approaches of university students"><font color="#FF4000">Learning approaches of university students</font></a>. Educ. Sci. 34 (151), 74–88. <br /> <br />

• [4] <b>Gelona</b>, J., 2011. Does thinking about motivation boost motivation levels? Coach. Psychol. 7(1),42–48. <br /> <br />

• [5] <b>Gijbels</b>, D., Dochy, F., 2006. <a alt="Students assessment preferences and approaches to learning" href="https://perswww.kuleuven.be/~u0015308/Publications/CEDS_A_184968_O.pdf?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Students assessment preferences and approaches to learning"><font color="#FF4000">Students' assessment preferences and approaches to learning: can formative assessment make a difference?</font></a> Educ. Stud. 32 (4), 401–411. <br /> <br />

• [6] <b>Richardson</b>, J.T.E., 2003. <a alt="Approaches to studying and perceptions of academic quality" href="https://drive.google.com/file/d/0B4kGy0lOHL12WkdUSlNLTEZQQWc/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Approaches to studying and perceptions of academic quality"><font color="#FF4000">Approaches to studying and perceptions of academic quality in a short web based course</font></a>. Br. J. Educ. Technol. 34 (4), 433–442. <br /> <br />

• [7] <b>Ryan</b>, R., Deci, E.L., 2000. <a alt="Intrinsic and extrinsic motivation" href="http://ac.els-cdn.com/S0361476X99910202/1-s2.0-S0361476X99910202-main.pdf?_tid=551a9afe-8c1e-11e6-8097-00000aacb361&acdnat=1475797438_b0abd6d73b553e15e764774679782a76?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Intrinsic and extrinsic motivation"><font color="#FF4000">Intrinsic and extrinsic motivation: classic definition and new directions</font></a>. Contemp. Educ. Psychol. 25, 54–67 <br /> <br />

• [8] <b>Yoshida</b>, M., et al., 2008. <a alt="Factors influencing the academic motivation of individual college students" href="https://drive.google.com/file/d/0B4kGy0lOHL12SUJQUW1EYklUY2c/view?usp=sharing?origin=http://www.benjaminmadeira.com/2016/10/motivation-goals.html" style="text-decoration: none;" target="_blank" title="Factors influencing the academic motivation of individual college students"><font color="#FF4000">Factors influencing the academic motivation of individual college students</font></a>. Int. J. Neurosci. 118, 1400–1411.

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Feedback, Commitment — «Motivation Through Conscious Goal Setting» — (PDF/Video)

Motivation - Photo: © Creative Commons / illustration — [https://goo.gl/x7irDU] The relationship between______________...

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Luke's English Podcast — «Breaking the Intermediate Plateau» — (MP3/Audio)

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<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> Luke's English Podcast </font></a> - Photo: <a href="https://www.google.com/#q=Learning+English+Luke+Podcast+Breaking+Intermediate+Plateau+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Lukes English Podcast: Breaking the Intermediate Plateau"><font color="#FF4000"> © 123RF, [a royalty-free microstock photography library]</font></a> / <a alt="Lukes English Podcast: Breaking the Intermediate Plateau" href="http://www.benjaminmadeira.com/search/label/luke-english-podcast" style="text-decoration: none;" target="_blank" title="Lukes English Podcast: Breaking the Intermediate Plateau"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/f98cko] Reasons why_______________________you’re still an intermediate level language learner.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Is your learning slowing down? ▶ https://goo.gl/4l2EOc ◀ «Get lots of advice on breaking the intermediate plateau.» | #BrE #BritishEnglish #RP #UK #English #LukesPodcast #Speaking #ESLclassroom #IntermediatePlateau</div> <br /><br />

<div class="JBMCode"> Luke Thompson is an English Language teacher from London but now he teaches English at a university in Paris, while working on other projects including Luke’s English Podcast. He started Luke’s English Podcast in 2009. He is also a stand-up comedian, which means that he likes to stand up in front of audiences of people, and make them laugh.  <br /><br />

He has experience of teaching courses in business English, academic English, legal English, general English and English for exam courses like FCE, IELTS and BEC.  <br /><br />

He graduated from Liverpool John Moore’s University in 1999 with a BA Hons degree in Media and Cultural Studies. He worked at various media production companies before going into English language teaching. He took his CELTA in 2001 and then his Higher Diploma in English Language Teaching to Adults (DELTA) in 2006 at UCL. <br /><br />

He writes a lot of ELT materials, and he develops a lot of courses in business English and EAP. He has written original courses for English for the Pharmaceutical Industry, English for the Oil and Gas Industries and English for Journalists, as well as communication skills workshops in presentations, meetings and negotiations. He is a semi-published author with some of his work being used in materials publications in several countries.</div> <br /> <br />

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<center><strong><span style="font-size:18px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — In the episode: Finding it hard to make progress beyond an intermediate level? What is the intermediate plateau? Why does that happen and how can you get out of it? Generally, how do you keep making progress with your English? :: </span></span></strong></CENTER> <br />
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    <CENTER><div class="track-details"> Luke's English Podcast</div> </CENTER>
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<CENTER>This audio file should be playable on most browsers. It has been tested succesfully on : Microsoft Edge, Adblock Browser, Lightning Browser, Firefox 10, 12, Chrome 37, Opera 11, iPhone, iPhone 3, iPhone 4, iPhone 5, iPhone 6, iPhone 6 plus, & iPad (IOS 3+) , Android 2.3 (2010) up to 4.4.4 (2014) , Internet Explorer 8, 9, 11, Surface Windows RT, Dolphin Browser for Android, UC Browser for mobiles & tablets </CENTER>

<ol>
<li class="playing">
<a alt="Lukes English Podcast" data-src="https://archive.org/download/EnglishTeacherLukeBenjaminMadeiraCom/English-Teacher-Luke-BenjaminMadeira-com.mp3?source=http://www.benjaminmadeira.com/2016/10/intermediate-plateau.html" href="#" title="Lukes English Podcast">Lukes English Podcast: Intro - 15sec</a> </li>

<li><a alt="Lukes English Podcast" data-src="https://archive.org/download/intro-podcast_201608/intro-podcast.mp3?source=http://www.benjaminmadeira.com/2016/10/intermediate-plateau.html" href="#" title="Lukes English Podcast">Lukes English Podcast: Jungle - 30sec</a> </li>

<li><a alt="Lukes English Podcast: Breaking the Intermediate Plateau" data-src="http://traffic.libsyn.com/teacherluke/385-breaking-the-intermediate-plateau-part-1.mp3?source=http://www.benjaminmadeira.com/2016/10/intermediate-plateau.html" href="#" title="Lukes English Podcast: Breaking the Intermediate Plateau"> <span style="font-size:20px"> Lukes English Podcast: Breaking the Intermediate Plateau (Part 1), MP3 - 54min</span> </a> </li>

<li><a alt="Lukes English Podcast: Breaking the Intermediate Plateau" data-src="http://traffic.libsyn.com/teacherluke/386-breaking-the-intermediate-plateau-part-2.mp3?source=http://www.benjaminmadeira.com/2016/10/intermediate-plateau.html" href="#" title="Lukes English Podcast: Breaking the Intermediate Plateau"> <span style="font-size:20px"> Lukes English Podcast: Breaking the Intermediate Plateau (Part 2), MP3 - 42min</span> </a> </li>

</ol>

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</span> </strong> </ul> </div> </strong></font></span> </CENTER> </div>  </div>

<div class="citajbm"> <a alt="The History of the Alphabet, mp3" href="http://teacherluke.libsyn.com/rss" style="text-decoration: none;" target="_blank" title="The History of the Alphabet, mp3"><font color="#FF4000"> Support Luke's work by visiting his podcast: "Luke Thompson: Lukes ENGLISH Podcast". Luke's English Podcast is an award-winning podcast for learners of English. Listen, learn and have fun while picking up natural British English as it really is spoken. </font></a>. </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke Thompson on Twitter: (@EnglishPodcast) <a alt="Luke Thompson on Twitter" href="https://twitter.com/englishpodcast" target="_blank" title="Luke Thompson on Twitter">https://twitter.com/EnglishPodcast</a> </b> ] </span> </span> </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke's Official Profile on Facebook: <a alt="Luke Thompson on Facebook" href="https://www.facebook.com/LukesEnglishPodcast/" target="_blank" title="Luke Thompson on Facebook">https://www.facebook.com/LukesEnglishPodcast/</a> </b> ] </span> </span> </div> <br /> <br />

<div style="text-align: center"> <span style="color: blue"> <span style="font-size: 17pt; line-height:10pt"> [ <b>• Luke's Official Profile on iTunes: <a alt="Luke Thompson on iTunes" href="https://itunes.apple.com/us/podcast/lukes-english-podcast-learn-british-english-luke-thompson/id312059190?mt=2" target="_blank" title="Luke Thompson on iTunes">itunes.apple.com/us/podcast/lukes-english-podcast/</a> </b> ] </span> </span> </div> <br /> <br />

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Luke's English Podcast — «Breaking the Intermediate Plateau» — (MP3/Audio)

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Luke's English Podcast — «Teaching Grammar & Social English» — (MP3/Audio)

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/grammar-social-english.html"> <img alt="Lukes English Podcast:  Teaching Grammar and Social English - Official Website - BenjaminMadeira" border="0" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjH0f2zt2zVS2WzJOgF8jydaz0B18W5cbygy1oHU18NiyVCyKxs3w6izmmgsDAn8JuFSKa75RZPdT2oJUsSQVEi9kKW0QlhfWOpDLer_wKWzf3gpjBdarzh15MzQpw7cQ7BNVKsIpeBibbj/s280/grammar-performance-BenjaminMadeira-com.jpg" style="width: 280px;height: 175px;" title="Lukes English Podcast: Teaching Grammar and Social English - Official Website - BenjaminMadeira"/> </a><br />
<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> Luke's English Podcast </font></a> - Photo: <a href="https://www.google.com/#q=Learning+English+Luke+Podcast+Teaching+Grammar+Social+English+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="Lukes English Podcast: Teaching Grammar and Social English"><font color="#FF4000"> © FluentU</font></a> / <a alt="Lukes English Podcast: Teaching Grammar and Social English" href="http://www.benjaminmadeira.com/search/label/luke-english-podcast" style="text-decoration: none;" target="_blank" title="Lukes English Podcast: Teaching Grammar and Social English"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/90RwOi] An absolutely massive amount of grammar_______________________crammed into this episode.</span></div></H2> <br /><br />

<div class="citajbm"> :: RT: Grammar ▶ https://goo.gl/B0JGdS ◀ «Teaching Grammar & Social English.» | #BrE #BritishEnglish #RP #UK #English #LukesPodcast #Speaking #ESLclassroom #Teaching #EnglishGrammar #SocialEnglish</div> <br /><br />

He has experience of teaching courses in business English, academic English, legal English, general English and English for exam courses like FCE, IELTS and BEC.  <br /><br />

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<center><strong><span style="font-size:18px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — In the episode: An overview of the groups Luke is teaching, and what he is teaching them including some grammar and vocab :: </span></span></strong></CENTER> <br />
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<ol>
<li class="playing">
<a alt="Lukes English Podcast" data-src="https://archive.org/download/EnglishTeacherLukeBenjaminMadeiraCom/English-Teacher-Luke-BenjaminMadeira-com.mp3?source=http://www.benjaminmadeira.com/2016/10/grammar-social-english.html" href="#" title="Lukes English Podcast">Lukes English Podcast: Intro - 15sec</a> </li>

<li><a alt="Lukes English Podcast" data-src="https://archive.org/download/intro-podcast_201608/intro-podcast.mp3?source=http://www.benjaminmadeira.com/2016/10/grammar-social-english.html" href="#" title="Lukes English Podcast">Lukes English Podcast: Jungle - 30sec</a> </li>

<li><a alt="Lukes English Podcast: Teaching Grammar & Social English" data-src="http://traffic.libsyn.com/teacherluke/384-teaching-grammar-social-english.mp3?source=http://www.benjaminmadeira.com/2016/10/grammar-social-english.html" href="#" title="Lukes English Podcast: Teaching Grammar & Social English"> <span style="font-size:20px"> Lukes English Podcast: Teaching Grammar & Social English, MP3 - 69min</span> </a> </li>

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</span> </strong> </ul> </div> </strong></font></span> </CENTER> </div>  </div>

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Luke's English Podcast — «Teaching Grammar & Social English» — (MP3/Audio)

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History of the English Language — «It's All Relative: Distant Family Members» — [MP3/Podcast]

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="https://benjaminmadeira.blogspot.com/2016/10/relatives.html"> <img alt="The etymology of words about family members - Official Website - BenjaminMadeira" border="0" height="175" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTJLCGtp0Wj7UlBFPp8IMCcHPKZPXT_A41DI3CBBbmE9wIlilbmQK8Wxr-XTL7wRj7rZOsovwjZ51PFwHSMZI9BCpj2PnzILBY3JrwjEwTun56lS-2oqm0PN5Oz03Ma14EiH_VJbqkbbw8/s280/family-BenjaminMadeira-com.png" title="The etymology of words about family members - Official Website - BenjaminMadeira" width="280" /> </a><br />
<span> <a href="#mp3" style="text-decoration: none;"><font color="#301ce2"> The History </font></a> of the <a href="#youtube" style="text-decoration: none;"><font color="#301ce2"> English Language </font></a> - Photo: <a href="https://www.google.com/#q=Words+family+members+History+of+the+English+Language+site:benjaminmadeira.com" style="text-decoration: none;" target="_blank" title="The etymology of words about family members"><font color="#FF4000"> © Pinterest</font></a> / <a alt="The etymology of words about family members" href="http://www.benjaminmadeira.com/search/label/history-of-english" style="text-decoration: none;" target="_blank" title="The etymology of words about family members"><font color="#FF4000"> illustration </font></a> </span> </div> </div> <br />

<H2> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-size:17px; font-family: Arial,Helvetica,sans-serif;">  — [https://goo.gl/Ir5FLP] A look at the etymology words_______________________about family members.</span></div></H2> <br /><br />
 
<div class="citajbm"> :: RT: It's All Relative ▶ https://goo.gl/ojkpGQ ◀ The origin of those words reveal alot about the history of the English language. | #English #Language #EnglishHistory #OldEnglish #Podcast #History #Family </div> <br /><br />

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<center><strong><span style="font-size:20px; color: #0B610B;"> <span itemprop="name"> <a name="mp3"> MP3 </a> — «The History of the English Language» :: The etymology of words about family members, 2of2. </span></span></strong></CENTER><br />
<div id="audiomp3">

<li><a alt="The History of English Language" data-src="https://s3-us-west-1.amazonaws.com/patreon.posts/11033799099013820204.mp3?source=http://www.benjaminmadeira.com/2016/10/relatives.html" href="#" title="The History of English Language"> The History of English Language – The etymology of words about family members, 2of2, MP3 - Lecture by Kevin Stroud - 15min</a> </li>

</ol>

<CENTER> <strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;"> "The Adventure of English" is a British television series (ITV) on the history of the English language presented by Melvyn Bragg. The series ran in 2003. "Birth of a Language", "English Goes Underground", "The Battle for the Language of the Bible", This Earth, This Realm, This England", "English in America", "Speaking Proper", "The Language of Empire", "Many Tongues Called English, One World Language" :: </span></strong>  </CENTER> <br /><br />
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