Nonlinear dynamic motivation-oriented learner-centered L2 classroom
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Date
2018-08-24
Authors
Bahari, Akbar
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Both positive and negative aspects of teacher-learner relationships need to be addressed to provide a better picture of the actions and reactions between them. The present study focused on the negative aspects which serve to obstruct teachinglearning process in L2 classroom. To this end, 189 English as a foreign language (EFL) learners were consulted and interviewed concerning their attitudes towards the negative influence of some obstructive aspects of teacher-centered and testoriented EFL classrooms as well as the potential behind replacing such classes with nonlinear dynamic motivation-based learner-centered classrooms. The findings revealed that teacher-centered and test-oriented EFL classrooms are not only the cause of obstructive aspects of learning process, but also the main cause of quitting language learning and oppositional behavior among the academic EFL learners. The main implications of the study is the need for pedagogical reformations to create a learner-centered EFL classroom, where motivational factors of the learner as the main beneficiary of the EFL classroom are catered for and valued.
Description
Keywords
Nonlinear dynamic motivation-based (NDM-B), Reactance theory (RT), Dynamic systems theory (DST), L2 motivational self system (L2MSS)
Citation
Bahari, A. (2018). “Nonlinear dynamic motivation-oriented learner-centered L2 classroom”. Uludağ Üniversitesi Eğitim Fakültesi, 31(2), 781-810.