LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 7 July 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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M. S. Thirumalai
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Teacher and Learner in Humanistic Language Teaching

Davoud Amini, Ph.D. Candidate & Mansour Amini, Ph.D. Candidate

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.

Key words: Humanistic Language Teaching, affective variables, second language acquisition, teacher-learner relationship

Introduction

From the class management point of view, a teacher’s position in the class can range from authoritarian to laissez-faire and even indifferent. However, teacher-learner interaction is not relevant to disciplinary issues only. It is a central issue in the learning process. Hedge (2000) quotes an unpublished research concerning teachers’ assessment of their role in the classroom. Facilitator of learning, source of advice, source of expertise, management, caring and sharing roles were among the ones receiving the highest approval among the teachers, respectively. Whatever terminology is used in talking about teachers’ role, one point is assumed as certain; the traditional image of teacher as the paragon of wisdom and the authority in the group is not acceptable anymore. Teacher and learners’ attitudes, expectations and beliefs concerning each other, themselves, pedagogical setting and classroom activities are so important for education that the whole instructional procedure is sometimes defined in terms of what goes on between the teacher and the learners. So the success or failure of a language teaching program relies to a large extent on the teacher-learner relationship.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Davoud Amini, Ph.D. Candidate in English Language Teaching
Lecturer in Department of English
Islamic Azad University, Sarab Branch
Sarab
Iran
davudamini@yahoo.com

Mansour Amini, Ph.D. Candidate in Translation Studies
Section of Malay Language, Translation and Interpreting
School of Humanities
Universiti Sains Malaysia
Penang
Malaysia
mansouramini96@gmail.com
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