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.
Machine summary:
Teacher and Learner in Humanistic Language Teaching Davoud Amini 1 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.
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.
Fundamental principles of humanism such as 'development of the whole person' and 'self-actualization' (Rogers, 1961; Stevick, 1990) will not occur unless the teacher and learners are mentally tuned to the requirements of a humanistic language class which ought to be reflected in their attitudes and behavior.
Accordingly, apart from what approach, method or technique is adopted for language instruction, the true development in the learners will not take place unless the characteristics of the instructional setting require the teacher and learners to commit themselves to the demands of humanistic L TR (Stevick, 1990; Arnold, 1999).
Although, Kumaravadivelu asserts that these strategies are theory-neutral and method-neutral, an analogical review will reveal that most of the macro-strategies such as maximizing learning opportunities, promoting learner autonomy, ensuring social relevance and rising cultural consciousness, etc are mostly comparable and compatible with basic humanistic guidelines including the development of whole person, self-actualization and social and cultural awareness.