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Motivational teaching as a relational practice: Three concepts, three connections
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. (BUV)ORCID iD: 0000-0001-7789-9032
2019 (English)In: LMS : Lingua, ISSN 0023-6330, no 2, p. 28-33Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

Language teaching is all about relationships. As Earl Stevick famously put it, success in learning a language “depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom” (1980 p. 4). For the teacher, getting students engaged in learning activities, and involved in developing communicative competence, requires interpersonal skills. It requires the ability to create connections. In a systematic overview of the motivational dimension of language teaching, Lamb (2017) argues that it is “responsiveness”, a capacity founded on empathy and developed over years of practice, that “defines the successful motivator” (p. 312). Increasingly, researchers are coming to realize that language teaching may be best be understood as a relational practice, and that students’ motivation is shaped not just by the things teachers do in the classroom, but also how they are as people (Mercer, 2016).

Place, publisher, year, edition, pages
Språklärarnas riksförbund , 2019. no 2, p. 28-33
National Category
Learning Pedagogy
Research subject
HUMANITIES, English; SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-14846OAI: oai:DiVA.org:hv-14846DiVA, id: diva2:1385106
Projects
MoTiSSE project
Funder
Swedish Research Council, 2013-785Available from: 2020-01-13 Created: 2020-01-13 Last updated: 2020-03-19Bibliographically approved

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Henry, Alastair

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