Authenticity and Teacher-Student Motivational Synergy: A Narrative of Language Teaching, 1st Edition (Hardback) book cover

Authenticity and Teacher-Student Motivational Synergy

A Narrative of Language Teaching, 1st Edition

By Richard Pinner

Routledge

360 pages | 86 B/W Illus.

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Hardback: 9780815395188
pub: 2019-07-08
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Description

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.

Reviews

'This second book from Richard Pinner explores the synergy between two concepts traditionally associated with language learning: motivation and authenticity. Combining a unique theoretical perspective with practical ideas for language practitioners, Pinner here firmly establishes himself as ‘one to watch’ in this field.' Dr Freda Mishan, University of Limerick, Ireland

'This book offers a fascinating insight into the dynamic evolving relationship between teacher motivation and student motivation in the classroom. Through a rich illustrated reflexive narrative of his exploratory practice as a teacher of English at a Japanese university, Richard Pinner discusses how the motivational synergy between teacher and students is bound up with the classroom community’s experience of ‘social authentication’—i.e. the affective sense of social connectedness and shared investment in the teaching–learning process. The book will be valuable reading for researchers, teachers and teacher-researchers interested in understanding or exploring the social dynamics of classroom motivation.' — Professor Ema Ushioda, Director, Centre for Applied Linguistics, University of Warwick

Table of Contents

1. Introduction

2. The Theoretical Framework: Stepping Stones

3. Research Methods: The Evolution of my Design

4. Spring Semester 2014

5. Autumn Semester 2014-15

6. Bridging the Gap: Synergies into Praxis

7. Vignettes

8. Conclusions

9. Afterword

About the Author

Richard Pinner is a language teacher and associate professor at Sophia University in Tokyo. He holds a PhD in ELT and Applied Linguistics and has published several articles on language teaching, most recently in Language Teaching Research, English Today and Applied Linguistics Review.

Subject Categories

BISAC Subject Codes/Headings:
EDU029080
EDUCATION / Teaching Methods & Materials / Language Arts
LAN000000
LANGUAGE ARTS & DISCIPLINES / General
LAN009000
LANGUAGE ARTS & DISCIPLINES / Linguistics / General
LAN020000
LANGUAGE ARTS & DISCIPLINES / Study & Teaching