%0 Journal Article %T Teacher and Learner in Humanistic Language Teaching %J Journal of Applied Linguistics and Applied Literature: Dynamics and Advances %I Azarbaijan Shahid Madani University %Z 2820-8986 %A Amini, Davoud %D 2014 %\ 03/01/2014 %V 2 %N 1 %P 13-24 %! Teacher and Learner in Humanistic Language Teaching %K Humanistic Language Teaching %K affective variables %K second language acquisition %K teacher-learner relationship %R 10.22049/jalda.2014.13515 %X Since ‘the development of whole person’ was brought to the focus of attention by humanist psychologists as a central concern in educational theory, affective variables have been assumed to have a significant share in the learning process that goes on in a pedagogical setting. Meanwhile, the process of second language development, because of the very nature of language as a vehicle for communication, is immensely influenced by socio-affective variables. In an instructional setting, on the other hand, emotional factors are clearly manifested in what goes on between the teacher and learners. As a result, the way the affective dimension of teacher-learner interactions is handled can predict, to a large extent, the effectiveness of interactional activities in second language classes. In this paper, having reviewed the learner-teacher relationship in methodologies that were particularly based on humanistic language teaching, I will argue, following Kumaravadivelu’s post-method pedagogy, that humanistic handling of the instructional situation by the teacher, beyond any methodological considerations, pledges a more positive atmosphere and better chances of language acquisition as a consequence. A set of guidelines are proposed to ascertain a humanistic relationship between teacher and learners in a language class. %U http://jalda.azaruniv.ac.ir/article_13515_3e02c3b7559519e3220fe14991595b59.pdf