Impact of Teacher-Student Relationships on Second Language Acquisition

This report investigates the critical role of teacher-student relationships in fostering motivation within the context of second language acquisition. The study begins with an introduction that establishes the significance of the student-teacher dynamic in creating a positive learning environment, particularly within international schools. The research employs a practitioner research approach, drawing on the author's experiences as a language teacher to explore how motivation and positive interactions impact student learning. The literature review delves into the importance of the student-teacher rapport, discussing the role of motivation, cognitive approaches to Second Language Acquisition (SLA), and the practical strategies teachers can employ to encourage student engagement. The report examines the interplay of cognitive and social learning theories and emphasizes the benefits of building a supportive classroom atmosphere. The research question focuses on how positive teacher-student relationships affect student motivation and learning outcomes. The report aims to provide educators with valuable insights into creating effective learning environments that promote student success in language acquisition.

Running head: MANAGEMENT
Management
Name of the Student
Name of the University
Author note

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Table of Contents
Introduction......................................................................................................................................2
Literature Review............................................................................................................................4
Introduction..................................................................................................................................4
Role of Cognitive Approaches to SLA........................................................................................5
Role of Teachers in Motivating Students in Learning New Foreign Language..........................6
Impact of Motivation from Teachers in Fostering Positive Environment for Students in
Learning New Language..............................................................................................................7
Conclusion.......................................................................................................................................8
Research Question...........................................................................................................................9
References......................................................................................................................................10

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Introduction
In the current scenario, the student-teacher relationship is the key element which will be
fostering the positive approach in learning the new language. As teaching is the best practice
which fundamentally aims for developing the positive rapport between the students and teachers,
in such scenario, the role of language teachers can be seen as the distinct from other teachers.The
motivation received from the teachers is one of the critical elements which is needed and is the
character of the personal enthusiasm along with commitment of the teachers towards the
profession of teaching. Similar to the different types of learning, the second language acquisition
does not take place in the vacuum (Waller and Papi 2017). In this respective sector, the main
approach is positive relationship between teachers and students and motivation which is
considered to be the process which starts with the needs and leads to the behavior which moves
an individual towards the achievement of the goals successfully.
In the case of Second Language Acquisition, it refers to the actual attempt along with
desire to learn the new language as well as the positive attitudes towards learning it. The main
aim of the research paper is to identify the role of the motivation and positive connection
between the students and teachers while learning the new language or second language (Sheu
2017). Motivation will be increasing the time of students on the tasks as it is important factor
affecting their language along with achievement that enhances cognitive processing.
The reason behind the selection of the topic is that in the international school wherein I
am teaching second language to my students, every student needs to take up a new language and
in such scenario, I feel that as a teacher, it is highly essential to understand thefact that
motivation and positive relationship between teachers and students have several kinds of benefits

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on the learning behavior of the students, It directs the behavior towards the achievement of the
particular goals. As a teacher or professor in international school for teaching new language, the
main aspect is the motivation which will be fostering the positive relationship between the
teachers and students. Through teaching the new language, the main aspect which I want to
achieve is to motivate the different students in learning the same with same enthusiasm and
motivation which will be making them successful.
In the respective assignment, the type of research that will be understood is related to the
“Practitioner Research” as during the course of research, it involves one or more than one
individual who are practitioners such as teachers and they are capable of researching in that
practice. I felt that the practitioner research will be helpful for teachers in understanding as well
as changing practice in the principled as well as informed way along with creating learning
related communities in the school in which I teaching the second foreign language.
The entire research will be mainly based on my own experience in school in which I am
being appointed for teaching a new language. In such scenario, I felt that motivation is the key
element that is needed to be implemented from the different teachers as it will be helping the
learners in concentrating on the materials related to learning. Moreover, the relationship between
teachers and students are the key element that is needed to be addressed as it will be capable of
fostering the relationship and gaining confidence in learning.
The study of the literature review will be showcasing the role of motivation and positive
student and teacher relationship in learning the new language. Therefore, from the research and
literature review, it is helpful for the teachers as well as students as it is regarding motivation that
is needed in achieving small thing in the entire universe.

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Literature Review
Introduction
Although the positive kind of rapport between the different students as well as teachers is
difficult in nature to establish, it can be found for both individuals at either end. Good
communication, respect in the classroom along with showing some interest in teaching from the
teacher and in learning done from the students are the different essential factors which helps in
establishment of the positive rapport while studying a new foreign language. In the respective
regard, as commented by Saito et al. (2018), the teachers are required to provide the students
with sympathetic understanding and as emphasized by the author, caring and supportive role of
the teachers helps in recommending the fact that students must be experiencing schooling related
practices which will be assisting them in learning the different languages in a suitable manner.
As commented by Saito et al. (2018), the second or the new foreign language is the one
which is not the mother or native language of the learners as it is learnt after learning mother
tongue. Moreover,Ruiz-Alfonsoand León (2017), have opined that motivation is the other key
element which is the internal desire of the learners to learn something new. The internal desire
helps and gives the behavior direction as well as energy. Moreover, as opined by Reeve, Ryan
and Deci (2018), there are three major stages of motivation for the learning of the second
language. The three phases are inclusive of the following:
Psychological Period- As commented by Ngo, Spooner-Lane and Mergler (2017), the
main focus is on the role of the different learners’ social context as well as socio interactions.
During the respective phase, the respective model has been capable of exposing two major
factors of the language learning which are motivation as well as ability. Moreover, as opined by

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Lamb (2017), the different learners who have the higher level of proper ability, they will be
performing better than the learners with lower level of motivation and ability. The intrinsic
motivation is considered to be the key element apart from the support from the teachers or the
professors which will be providing them with the ability to achieve the successful outcomes
(Khajavy, MacIntyre and Barabadi 2018).
Cognitive Situated Period- As opined by Joe, Hiver and Al-Hoorie (2017), the cognitive
perspective help in dealing with the different kinds of mental processes of learners while dealing
with learning new language. The self-determination is considered to be the vital element that is
required while starting to learn a new language with the help of the teachers or professors. As
commented by Hornstra et al. (2018), the own desire among the learners are being provided with
the help of the intrinsic motivation which will be pushing the learners towards learning new
language successfully and it will be making them feel that they have the ability to achieve the
respective goal. In addition, as described by Guay, Lessard and Dubois (2016), it should be made
apparent that differences between the two major methods helps in reflecting the two main aspects
which can be used by the learners for learning new languages in their own respective manner.
These are the three different phases in the process of learning new foreign language
which will be capable of understanding the importance of motivation in a proper manner. As
commented by Glas, Carrasco and Vergara (2019), the role of the different learner’s motivation
in acquisition of the new language other than their own mother tongue tends to receive high level
of motivation from the different teachers as well as other professors for making the students feel
that they will be able to achieve the success in learning new languages.

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Role of Cognitive Approaches to SLA
As commented by Dincer et al. (2019), there are different cognitive approaches which
can be helpful in forming the basis of the SLA and it has been explained in the brief manner.
Inter-Language Theory- As defined by Brophy (2017), the cognitive psychology and
perspective of the Inter Language Theory is mainly concerned with the implicit L2 knowledge
along with strategies which will be capable of assisting the development along with deployment
of the different linguistic resources to actual use of the L2. As commented byDincer et al.
(2019), the inter-language theory assumes that the active along with independent learning mind
which helps in making the own generalization upon grappling with new language. The author
has argued that the different errors which are being made by the learners in rules of the target
language are correct and through the rules of the inter-language theory, it can be reduced.
Social Learning Theories- On the other hand, as opined by Dincer et al. (2019), social
factors have the major impact on the L2 proficiency through indirectly. Both formal as well as
informal language acquisitions contexts are being assumed to have the directed effect on the
language learning outcomes successfully which includes linguistic and nonlinguistic. The
respective model helps in suggesting the casual link among the linguistic outcomes as well as
non-linguistic outcomes. The respective perspective of the theory is mainly grounded on the
notion which showcases that in acquiring the new language, the most effective element which is
needed to be analyzed for the path of the cognitive development.
Role of Teachers in Motivating Students in Learning New Foreign Language
As commented by Bartholomew et al. (2018), teachers are considered to be the one
essential sources which is capable of making and influencing the different learners in learning.

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The teachers can be capable of engaging the students in the long way of learning the new
language and on the other hand, as commented by Ahn et al; (2019), the teachers should be able
to try and make the different learners in engaging them in learning new language which will be
influencing the motivation among the learners to attain the desired goals successfully. However,
on the contrary, as proposed by Brophy (2017), the learning has been analyzed differently; it has
been seen from the perspective of the learners regarding the strategies of teaching on them. As
commented by Dincer et al. (2019), the different teachers can be motivating the different
students through implicating different kinds of enjoyable strategies and it is highly essential to
make the atmosphere in the classroom friendly and relaxed.
As commented by Ahn et al; (2019), the teacher-student relationship is the prime element
which needs to be implemented for motivating the students. In addition, the different teachers
should understand the specific reason of the students for learning the new language as it will be
helping them in understanding their perspectives and making the students positive towards
attaining the goals successfully. The motivation of the other aspect is related to the benefits that
are needed to be communicated to the different kinds of students for learning new language. As
commented by Dincer et al. (2019), it will be making the students in becoming highly goal-
oriented along with motivated for learning. In such scenarios, the different teachers can be
building the non-threating environment for the students for making them with the suitable
learning experience.
As described by Glas, Carrasco and Vergara (2019), the teachers need to provide the
flexible environment of learning for the students which is considered to be the extrinsic
motivation as well as the intrinsic motivation which is needed to be added by the students
themselves. The author has commented that the intrinsic motivation is the key element which

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deals best with the process of learning the new foreign language. As opined by Bartholomew et
al. (2018), the different teachers should be trying to motivate the different students intrinsically
and the students can be trying to make themselves highly intrinsically motivated in a successful
manner. In such way, the learning can be made easier which will be beneficial for the growth
prospects of themselves and the teachers will be capable of motivating the other interested
students in such manner.
Impact of Motivation from Teachers in Fostering Positive Environment for Students in
Learning New Language
As stated by Glas, Carrasco and Vergara (2019), the theory of Gardner’s socio-
educational model have been capable of stating the fact that the model helps in depicting the
different attitudes along with motivation in the second language learning. There are three major
components included in the process of socio-educational model that includes integrativeness,
attitude towards learning situation as well as motivation. The different researches have been
capable of providing evidences which is helpful in analyzing the presence of the positive casual
link among the integrative communication as well as second language achievement successfully.
As commented by Bartholomew et al. (2018), the attitudes towards the learning situation involve
the different attitudes towards school, reactions to the different textbooks along with evaluation
of the language teacher and course in the effective manner.
The role of the teachers is become the facilitator of the students in their process of
learning as he or she is considered to be the manager of the different class activities which are
being performed. They help in learning as well as communicating and learning activities are
selected according to the interests of the learners in a successful manner. As commented by
Bartholomew et al. (2018), the language learning is learning to communicate using the target

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language and the language will be helpful in communicating is appropriate in the respective
situation which will be developing appropriateness in the process of learning new foreign
language.
Conclusion
Therefore, from the analysis of the overall literature review of the student and teacher
relationship and motivation in learning new foreign language is highly essential which will be
encouraging the students to showcase their skills. The researchers have been capable of defining
the level of motivation with many perspectives. The most matter which has been highlighted is
the level of extrinsic and intrinsic motivational factors which are highly essential and plays a
vital role which influences the energy, desire along with self-esteem perspective for learning the
new language successfully. From the analysis of the different researches, it has been seen that the
teachers play the primary role in the learning of the multidimensional language for establishing
the conditions as well as developing the activities so that the different students are being capable
of practicing language in the meaningful context. The teacher is the instrumental in creation of
positive as well as supportive learning environment within the class.
Research Question
1. What kinds of motivations are essential for fostering the positive relationship between the
students and teachers while learning new foreign language?
2. How teacher-student relationships help in maintaining the positive relationship and help the
students in learning new foreign language?

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References
Ahn, I., Patrick, H., Chiu, M.M. and Levesque-Bristol, C., 2019. Measuring teacher practices
that support student motivation: Examining the factor structure of the teacher as social context
questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment, 37(6),
pp.743-756.
Bartholomew, K.J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C. and
Vlachopoulos, S., 2018. Beware of your teaching style: A school-year long investigation of
controlling teaching and student motivational experiences. Learning and Instruction, 53, pp.50-
63.
Brophy, J.E., 2017. Fostering student learning and motivation in the elementary school
classroom. In Learning and motivation in the classroom (pp. 283-306). Routledge.
Dincer, A., Yeşilyurt, S., Noels, K.A. and Vargas Lascano, D.I., 2019. Self-determination and
classroom engagement of EFL learners: A mixed-methods study of the self-system model of
motivational development. SAGE Open, 9(2), p.2158244019853913.
Glas, K., Carrasco, P.T. and Vergara, M.M., 2019. Learning to foster autonomous motivation–
Chilean novice teachers’ perspectives. Teaching and Teacher Education, 84, pp.44-56.
Guay, F., Lessard, V. and Dubois, P., 2016. How can we create better learning contexts for
children? Promoting students’ autonomous motivation as a way to foster enhanced educational
outcomes. In Building autonomous learners (pp. 83-106). Springer, Singapore.

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Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J. and Roskamp, C., 2018. Teacher
expectation effects on need-supportive teaching, student motivation, and engagement: a self-
determination perspective. Educational Research and Evaluation, 24(3-5), pp.324-345.
Joe, H.K., Hiver, P. and Al-Hoorie, A.H., 2017. Classroom social climate, self-determined
motivation, willingness to communicate, and achievement: A study of structural relationships in
instructed second language settings. Learning and Individual Differences, 53, pp.133-144.
Khajavy, G.H., MacIntyre, P.D. and Barabadi, E., 2018. Role of the emotions and classroom
environment in willingness to communicate: Applying doubly latent multilevel analysis in
second language acquisition research. Studies in Second Language Acquisition, 40(3), pp.605-
624.
Lamb, M., 2017. The motivational dimension of language teaching. Language Teaching, 50(3),
pp.301-346.
Ngo, H., Spooner-Lane, R. and Mergler, A., 2017. A comparison of motivation to learn English
between English major and non-English major students in a Vietnamese university. Innovation in
Language Learning and Teaching, 11(2), pp.188-202.
Reeve, J., Ryan, R.M. and Deci, E.L., 2018. Sociocultural influences on student motivation as
viewed through the lens of self-determination theory. Big theories revisited, 2, pp.15-40.
Ruiz-Alfonso, Z. and León, J., 2017. Passion for math: Relationships between teachers’
emphasis on class contents usefulness, motivation and grades. Contemporary Educational
Psychology, 51, pp.284-292.

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Saito, K., Dewaele, J.M., Abe, M. and In'nami, Y., 2018. Motivation, emotion, learning
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