Relationship Between Learner And Teacher

Question 1
A constructivist view towards the need of the learners is the most important virtue that can define
the relationship between a learner and the teacher while pursuing a course of language learning.
This constructivist view of the teacher allows him to understand the requirements and gaps of
information that need to be filled while imparting education. A constructivist view over the class
can allow a teacher to maintain the records of every student as a separate case study. The
monitoring of these case records can help him in developing strategies for each student on an
interpersonal level (Brown, 2014).
The study of the cultural context of each student is very important because every language is an
outcome of various types of cultures. A constructivist view allows a teacher to understand the
gaps caused by the variance in the culture as well. Sometimes an affinity in the cultures can
increase or decrease the complexity levels in the learning processes. This compatibility or
incompatibility can sometimes become a decisive factor in the performance of a student .
Question 2
I agree with the views of Zoltan Dornyei, especially when he mentions the group dynamism as a
factor of engagement for the students. I agree with the fact that the presence of individuals
belonging to various cultures in a single classroom creates a positive dynamism among the
group. This type of arrangement removes the peer pressure from the student because all of them
face the same set of problems. For a definitive solution, a constructivist view is required where a
teacher has to figure out unique ways to address the problems of various students (Dornyei,
2018).

A dynamic classroom can increase the spectrum of knowledge that can be discussed in a
classroom. Sometimes this dynamic nature of the classroom also helps the students in learning
the basics of the universal grammar of the language as well.
Question 3
L2 learning experience forces a "social distancing" for the learner where he or she feels out of
place. This distancing caused by cross-cultural groups can cause a stereotyping of the learners. A
teacher can act as a bridge by providing special attention and create a unique conceptual universe
for the student where he can feel at home while learning a new language. It is very important for
a teacher to device effective ice-breaking sessions before the beginning of the main teaching
exercise. Apart from it, certain pedagogies can be developed which can be utilized to draw
parallels from various other cultures.
Question 4
1. Many expressions in any given language are an output of the cultural influences like the
festivals, rituals, and predefined social exchanges. While designing a curriculum for L2
interventions, local culture and festivals can be utilized as a tool of familiarization quite
effectively. Exchange of pleasantries in L2 can act as an ice-breaking exercise, for the
students.
In the present video, we can see that teachers are trying to fill the gap of "High text
society" and "Low text society" by promoting the British culture of exchanging
pleasantries. It is an important aspect of L2 learning because there are no comparative
fields. For instance, when we introduce them to the fruits, they can compare it with their
knowledge of L1, but cultural experiences are alien to them (Brown, 2019). However, it

is very important to select common fields very wisely. For instance, the presence of sun
or stars is common in every culture, however, this principle does not apply to culinary
culture. The selection of the objects is very important for ensuring the best results from
this exercise.
2. The addition of notional concepts in a structural syllabus is the best method to design a
syllabus for L2 learning. The introduction of notional concepts and abstracts can remove
some unseen gaps in the information levels of students learning an L2 in a dynamic
cross-cultural environment. The addition of notional concepts is a subjective exercise. It
is full of limiting factors because we cannot standardized it, it is dependent on the cultural
diversity of the classroom (Macmillan, 2014).
Question 5
Communicative competence is dependent on many factors that may vary from person to
person. In general, language has the power to complete seven functions in the process of
communication. A teacher can check the proficiencies of a student in achieving all the seven
functions. The process of communication competence is also dependent on the knowledge
structures of the student, the component of language competence only acts as a contributor to
the strategic competence associated with the communication process.
The presence of a notional functional syllabus can serve the purpose well for a teacher; he
can adopt a dynamic and variable lesson plan for each class by the gap present in the
language competencies. It is very important to draw an analysis of other competencies and
compare them with the L2 competencies of a student. This analysis can help a teacher in