Teacher and Learner in Humanistic Language Teaching

Humanistic approach introduced by the ideas of Scholars like Erickson, Roger, and Maslow began to permeate the field of second language teaching and learning towards the end of 1970. According to Lei (2007) humanistic approach emphasizes the importance of the inner world of the learner and places the individual’s thought, feelings, and emotions at the forefront of all human development. Due to this new shift of focus, language education and pedagogy moved away from the previous behavioristic and mentalistic approaches, and as a result, a new kind of education known as humanistic education emerged. Consequently, significant changes occurred in all aspects of language education, that is, the traditional roles of teachers and learners were redefined and the previously authoritarian teaching practices were replaced by learner-centered classrooms. This paper is of two-fold. First, it is going to take a detailed look at the main principles and features of humanistic education, and second, it is aimed at discussing the implications and applications of humanistic education. Finally, it tries to clarify the new roles and responsibilities considered for language teachers in order to be able to fully engage the students in the learning process. Key terms: Humanistic Approach, Humanistic Education, Implications, Applications

Humanities science current issues

The relevance of the topic has caused a growing interest of the current linguistic science in the study of conceptual language phenomena, contributed to the identification and systematization of language representation meaning of emotion concepts. Having studied the reasons for the emergence of the "emotionality" as a concept we can study differently the various approaches to the emotional intellect and try to explain the validity of taking into account the emotional competence as a guarantee of a reasonably successful learning process of a person, because emotions have an effective influence on the educational process. The basis is the study of emotions, their origin, their functional significance in human behavior, the connection with thinking; the tendency to widen the concept of intellect and to identify its various types. The actualisation of the topic is caused by the intention of modern linguists to study the language as a meaing of reflecting the national mentality, world's and culture's perception. There are universal patterns, and there are nationally specific differences. They verbalise and semantically impose words due to the emotional intélect. No matter what determinants determine a person's life and activity, they are psychologically, intrinsically dynamic when they penetrate and consolidate in the sphere of their emotional relations. Linguistic and didactic principles of foreign language teaching are based on the strategic development of modern education-focusing educational activities on the development of important life competences necessary for a selfdetermined future life independently of the professional activity in question. Аnalyzing the linguistic and cultural aspect as a factor in the development of emotional intelligence in the process of learning a foreign language, the relevant features of linguistic and cultural studies are the focus on the synchronous interaction of language and culture in live communicative processes. In this way, the linguistic and cultural aspect as a factor in the development of emotional intelligence when learning a foreign language describes the everyday picture of the world in the form in which it is presented in the everyday speech of native speakers, in various discourses and cultural texts.

Humanistic approach introduced by the ideas of Scholars like Erickson, Roger, and Maslow began to permeate the field of second language teaching and learning towards the end of 1970. According to Lei (2007) humanistic approach emphasizes the importance of the inner world of the learner and places the individual's thought, emotions and feelings at the forefront of all human development. Due to this new shift of focus, language education and pedagogy moved away from the previous behavioristic and mentalistic approaches, and as a result, a new kind of education known as humanistic education emerged. Consequently, significant changes occurred in all aspects of language education, that is, the traditional roles of teachers and learners were redefined and the previously authoritarian teaching practices were replaced by learner-centered classrooms. This paper is of two-fold. First, it is going to take a detailed look at the main principles and features of humanistic education, and second, it is aimed at discussing the implications and applications of humanistic education. Finally, it tries to clarify the new roles and responsibilities considered for language teachers to be able to fully engage the students in the learning process.

The Modern Language Journal 89, 3, 367-380., 2005

In this article I put forth the core argument that Second Language Acquisition (SLA) needs to account for the psychological and emotional dimensions of second language (L2) learning, but that a number of epistemological and methodological difficulties must be surmounted before this new research program can be a reality. To illustrate my arguments, I examine in depth 2 research programs developed by my colleagues and me over the last decade: research on extraversion as a psychological variable investigated within the tradition of individual differences in SLA, and research on the expression of emotion in the L2. Throughout the article, I argue against research isolationism and for more interdisciplinarity in the field of instructed SLA. I contend that research on instructed SLA would benefit from an increased methodological and epistemological diversity and that a focus on affect and emotion among researchers might inspire authors of teaching materials and foreign language teachers to pay increased attention to the communication of emotion and the development of sociocultural competence in a L2.

This study explores the extent to which humanistic language teaching (HLT) is implemented in the Foundation Program in Higher Colleges of Technology (HCT), Fujairah campus. The study also examines the degree to which HLT is perceived as an innovation that can improve the teaching/learning environment in the Foundation program for students and teachers. An online survey, interviews and a focus group discussion were used for this purpose. The survey consisted of 30 closed-item statements with a 5-point Likert scale to gauge the extent to which HLT is incorporated in the instructional practices of the Foundation teachers. The respondents were 13 male and 15 female Foundation teachers who were mostly from Western countries. 26 surveys were completed and returned. In addition, ten individual interviews and a focus group discussion were conducted with the teachers in order to examine the potential value of HLT in the Foundation program. The findings revealed that although the participants were not expressly familiar with the tenets of humanistic language teaching, they were already applying many of its prescribed methodologies 'intuitively.' The participants were also convinced that incorporating HLT in the Foundation context was beneficial to learners as it decreased learning anxiety and helped them become more engaged in learning. However, the participants were reluctant to afford learners a level of autonomy that would have added a new dimension of HLT to their professional practice. This was, in part, due to a perception among the teachers that the students were ill equipped to learn without the close presence of a strong leader in the classroompartly due to perceived cultural peculiarities of the local context. It has been recommended that the paradigm of HLT be given further attention in the context of UAE higher education and beyond in order to assess the degree to which English language teachers are willing to embrace this potentially liberating educational philosophy and associated methodologies.

Spectrum: Journal of the Department of English, University of Dhaka, 2013

The paper reports on a study which investigated humanistic methodological characteristics in teaching English to undergraduate students in Bangladesh. Its main focus was on exploring humanistic characteristics in six key areas: materials, tasks and activities, assessment, feedback, learner autonomy, and teacher-student relation in the classroom. Both quantitative and qualitative data were collected using a questionnaire administered to undergraduate English department students of a major public university in Bangladesh. The analysis revealed that in general language teachers followed humanistic approach in their classes, but lagged behind in certain areas, such as using modern teaching aids, humanizing teaching materials, providing differentiated learning support, and showing tolerance for mistakes. The results also showed that among the six areas of investigation teachers were most humanistic in managing classroom tasks and activities, and least humanistic in materials selection and use. The study also revealed students’ insights, their preference for humanistic methodological characteristics, and their expectations from the teacher in the classroom. The paper discusses the implications of the findings and offers recommendations for the better incorporation of humanistic methodological characteristics in teaching.

Psycholinguistics and Cognition in Language Processing

Language is one of the most essential features of humans. Another basic feature that is common for all mankind is emotions, and expression of emotions is through the use of language whether it is verbally uttered or represented by body language. This interrelated and human-specific nature of language and emotions gains a place in foreign or second language learning process studies as well. However, the emotional aspect in learning a second or foreign language has mostly been neglected, or in other words, it has commonly taken the backseat. From this point forth, this chapter descriptively represents how the emotional development of an individual—specifically the child's—fosters the foreign language learning process. In doing this, learning/acquisition theories and a child's emotional development process—as a foreign language learner—are reviewed and assumptions/suggestions are displayed through a detailed literature review.

Revista Brasileira de Lingüística Aplicada, 2022

Research on emotions has been present in Applied Linguistics since the 70's. Early forms of concern for the affective domain in language learning and teaching can be traced back to studies about attitudes and motivation (GARDNER; LAMBERT, 1972) and methods and approaches (such as Suggestopedia and Community Language Learning). These methods were part of the Humanistic Language Learning movement, which took into account learners' affective dimension (see MOSKOVITZ, 1978). In the 80's, Krashen's affective filter hypothesis was the closest we could get of a look at the role of affect in language learning, as well as Bailey's (1983) study on learners' anxieties in language learning. Horwitz's studies on foreign language learning anxiety (HORWITZ; YOUNG, 1991) and Arnold's seminal book on affective variables (ARNOLD, 1999) in the early and late 90's, respectively, called our attention to the influence of affect

Educational Role of Language Journal , 2023

Recognising interdisciplinary implications of the affective filter Linguistic education, like practically any other form of education, is strongly determined by affect. Although the entire “story” is far more complex, we might summarise it by saying that if students and teachers find themselves in emotionally convenient circumstances, linguistic progress is easily noticeable, whereas in situations when either of them are experiencing negative feelings or emotions, linguistic efforts are likely to prove simply futile. As implied by the well-known concept of the affective filter, negative emotions – be it fear, anxiety, discomfort and such – act an invisible wall blocking cognition and disable linguistic education. Hence, the teachers’ and – predominantly – the students’ affect either aids or hinders education and it does so in a less or more concealed fashion. On the level of terminology, too, the presence and salience of affect is either explicit or implicit. The former is the case with the said notion of affective filter and others such as speech anxiety, emotional intelligence, willingness to communicate, everyday stressors, etc. The latter is even more extensive, although it tends to be overlooked or disregarded, which can be exemplified by such linguistic concepts as, for example, (a) fossilization, which is mostly defined in cognitive terms and relates to that part of language users’ competence which has become fixed and may fall subject to stagnation – but which results from our natural need of comfort and of social recognition; or even such a traditional term as (b) language performance, which is contrasted against language competence and also viewed through a predominantly cognitive prism – but which, too, is subject to our emotional stance and individual invariably-unstable and internally influential feelings. Having entered Cycle 2 of ERLA’s trajectory this year, we continue our studies on the affective dimension, focusing – by definition – on the individual student and her/his experiencing of educational reality (in accordance with our Scope Minor), as any form of education remains primarily a personal experience. In Cycle 2 (scheduled for four subsequent years so as to cover four complementary domains) we prioritise the affective domain owing to how it underlies humans’ learning processes and either opens or closes gates to successful education (meaning, too, that our beliefs, actions, and thinking rest upon it). Following this logic, it pays to consider how ERLA’s fundamental premises (see the graphic below) can be read with the affect as the key educational driver: the way we feel about language shapes our entire identity and understanding of the world (we can simply feel like becoming acquainted with particular subject matter or not). Hence, all education rests on our affective stance, which imposes on teachers the need to skilfully manage their students’ linguistic affect (and prompt them to willingly listen, read, write, and speak), which causes the linguistic affect to merit a special position in education at all levels and in all disciplines. Our joint discussion of these issues took place at the 6th International Pedagogical and Linguistic ERL Conference subtitled ‘On Emotions in Language Learning and Use’, hosted by the University of Ulm (Germany) on 13-14 June this year – which bore fruit also in the form of a number of papers also included hereunder. Organised around 4 modules – connections, systems, domains, and disciplines, the conference addressed the link between emotions and language on the general level (pertaining to questions such as how emotions relate to language skills, what factors determine our emotional approach to language and its learning, etc.) as well as on more detailed strata (relating to specific theories and methodologies applicable for the link in question, how different educational systems across the globe take emotions into account, etc.). As the conference venue had been chosen owing the main discipline of study of the host (Department of Applied Emotion and Motivation Psychology), the key conference talks additionally concentrated on such affect-related themes as achievement emotions, bilingualism (as a lens to human brains), the role emotional content and psychological context (through the perspective of neuroscience studies), or holistic approaches to the studies of emotions and identity in language learning and use. This volume of ERL Journal gathers texts (twelve papers, one review, and one report) falling into two sections: on the emotional dimension of linguistic education and on the emotional dimension of language per se – as the consideration of either of them should not be conducted without taking the other into account (otherwise we would end up having no idea what particular affective facets need to be attributed to). The papers present a high degree of diversity in terms of their educational settings, goals, theoretical foundations and methodologies applied. They substantially differ in what aspect they examine, be it the emotional dimension of propaganda in songs, the affective benefits of the impact exerted by literature, brain-based learning strategies, or the emotional intelligence of translators and interpreters. What they all have in common, though, is the far-reaching appreciation of affect and how it determines what is happening inside or outside the classroom. The total interdisciplinary picture to be drawn from all the texts included in the volume is quite straightforward: the greater the extent to which affect is implemented into all forms of language-oriented efforts, the more beneficial effects (among students, teachers, and all other language users) can be anticipated. This role of affect is practically impossible to overestimate and needs to be fostered across disciplines, in which the affective filter – typically and wrongly assigned to linguistic education only – matters a lot.