According to previous research, affective aspects are, when successfully applied, presumed to increase cognitive learning in the language classroom. The research present on the affective domain was deemed insufficient since few observations in language classrooms had been made. This study gives a view on how affective teaching and learning are applied in a Swedish EFL classroom. Teacher-student relationships and motivation have been observed during three lessons in an English language classroom according to several categories of the two facets that were assembled prior to the observations and finalized afterwards. A case study was used as method for investigating how affective teaching and learning are used in practice. The case study indicated a frequent use of affective teaching in the classroom. All categories of relationship and motivation were detected during the lessons, indicating that the teacher is experienced in terms of using affective teaching and learning in her classroom. The study is important to language learning since it highlights the necessity of applying affective teaching and learning in the classroom. The results of the study indicate that there are several ways to develop positive teacher-student relationships and also demonstrates different approaches to how motivation can be generated by the teacher in a language classroom.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-71461 |
| Date | January 2018 |
| Creators | Össmar, Sofia |
| Publisher | Linnéuniversitetet, Institutionen för språk (SPR) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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