Amini, D. (2014). Teacher and Learner in Humanistic Language Teaching. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2(1), 13-24. doi: 10.22049/jalda.2014.13515
Davoud Amini. "Teacher and Learner in Humanistic Language Teaching". The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2, 1, 2014, 13-24. doi: 10.22049/jalda.2014.13515
Amini, D. (2014). 'Teacher and Learner in Humanistic Language Teaching', The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2(1), pp. 13-24. doi: 10.22049/jalda.2014.13515
Amini, D. Teacher and Learner in Humanistic Language Teaching. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 2014; 2(1): 13-24. doi: 10.22049/jalda.2014.13515
Teacher and Learner in Humanistic Language Teaching
Receive Date: 15 June 2016,
Accept Date: 15 June 2016
Abstract
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.
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