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Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Aula 2
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We must give some attention to the context in which the learning happens: the classroom. It is a place which has an extremely complex relationship not only because of the people – teachers and students – but also because of the theories and practices that form a set with the aim to provide a satisfactory environment to the process of learning a language.
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According to ALMEIDA FILHO (1998: 12), many aspects have to be considered when we are dealing with this specific context of classroom, such as: the approach of teaching: their previous experiences as a student and as a teacher, their beliefs about learning that will certainly influence their methodological choice; the approach of learning, what the student considers as “normal” and maybe efficient considering their expectations, beliefs and previous experiences, the affective filter, which makes the level of anxiety changes or even determine if the student likes or not the language, the culture, the people, the need, among other aspects; and the approach of the material used – which is generally a choice of the institution.
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FÁTIMA CABRAL BRUNO (2005:7) proposes other elements as: the space of the classroom – if it is comfortable, suitable, bright, the position of the chairs, the teacher, the board, etc. – the development of each student – to know how to deal with students who learn more easily or less, without letting the demotivation disturb their development; the concepts of this environment – language, mistakes, etc. and also the context outside the classroom will form the set which will provide – or not – success during the process of learning.
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Vídeo
https://www.youtube.com/watch?v=DFP6hDl8es4 
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In the attempt to analyses and understand this process of learning a second language, lots of research have been carried out, but no matter what the situation is, we acquire knowledge that goes beyond the linguistic, such as the culture, the behavior, etc.
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“For a long time, it was assumed that second language classrooms could not provide appropriate input for learning how to realize many speech acts. 
This was particularly the case with structure-based approaches to teaching and in particular, in teacher-fronted classrooms where the dominant interaction pattern was ‘teacher initiation-learner response-teacher feedback’. 
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In communicative, content-based, and task-based approaches to second language instruction, there are more opportunities not only for a greater variety of input but also for learners to engage in different roles and participant organization structures (for example, pair and group work). This enables learners to produce and respond to a wider range of communicative functions.” 
 (LIGHTBOWN & SPADA, 2006: 103)
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Curiosity 
“Learning in similar circumstances, have shown that, at least in the early stages of second language development, older learners are more efficient than younger learners. By using their metalinguistic knowledge, memory strategies and problem-solving skills, they make the most of second or foreigner language instruction.” 
 (LIGHTBOWN &SPADA, 2006: 69)
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Teachers must be aware that this process, even with an “ideal” student – motivated, interested, with time to study, independent, etc. – is very slow. When the interaction among the students happen in the classroom, the same is mostly very guided and sometimes we do not give the opportunity for the students to try more.
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The role of the teacher in the process of learning a second language
Research into motivation in second language acquisition (SLA) in recent years has focused on the factors which affect second language (L2) learners’ motivation. 
The researchers concluded that teachers are one of the most determinant factors of L2 learners’ motivation. 
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These studies proposed that L2 teachers play one of the most influential roles to help students engage and persist in the long process of second language acquisition. 
Among the role that teachers play in L2 classes are initiator, facilitator, motivator, ideal model of the target language, mentor, consultant, and mental supporter. 
These roles are assumed to influence each learner’s motivation. 
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A study leads to ten commandments for teachers to motivate language learners: 
teachers should set a personal behavior example, 
make sure that the class atmosphere is relaxed and pleasant, 
present task properly to the learners, 
have good teacher-student relationships, 
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work on increasing learners’ self-confidence, 
ensure that the language class is interesting to the students, 
promote as much as possible learners’ autonomy, 
personalize the learning process, 
increase learners’ goals,
make sure that learners are familiar with the target language culture. 
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Dornyei (1994) claimed that teacher-associated components that influence learners are language learners’ affiliation (i.e., learners’ desire to please teachers), teacher’s style of teaching, and the use of particular teaching strategies, including modeling task-presentation and feedback. 
L2 learners’ interactions with teachers, including learning experiences, feedback, rewards, praise, and punishments, are claimed to be relevant factors that may impact L2 learners’ motivation
 (Williams & Burden, 1997). 
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Oxford and Shearin (1994) proposed five implications for the role of the teacher in understanding motivation, suggesting that teachers should: 
figure out learners’ real reasons for learning the L2; 
help students build challenging but achievable goals; 
show students the benefits of learning the L2; 
create a safe, welcoming, and non-intimidating teaching environment; 
motivate students to develop high but realistic intrinsic motivation.
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These studies show that teacher-related factors can be categorized into three main components: 
teaching materials and methodology, 
teacher personality, 
teachers’ ways of interacting with the learners. 
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Creating the Basic Motivational Conditions
It is imperative that before attempting to create any kind of motivation, teachers should take some conditions into consideration. We have seen above that teachers play a significant role in affecting learners’ motivation; teachers’ actions and behaviors in the classroom have motivational influence on students. It is argued that teachers’ behavior can influence the students’ engagement in class. Therefore, it is crucial to establish a class atmosphere of mutual trust and respect with the learners (Alison & Halliwell, 2002). …
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Creating the Basic Motivational Conditions
Teachers can promote such respect and trust through interacting with students on a personal level and show that they care about their students’ personal issues or challenges that they face in the classroom or even outside.
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Enthusiasm is another factor that can impact learners’ motivation. Enthusiasm is contagious in classrooms; therefore, if students recognize
their teacher’s enthusiasm to the task, they, too, will be enthusiastic to achieve in a particular class. If they do not see that their beliefs or expectations are not achieved, they will become disappointed and lose interest in the course. 
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Teachers, therefore, should explain the complexity to learn an L2 and develop students’ understanding of the nature of the process. Moreover, teachers should help students realize that there are various ways to achieve success in the learning process and encourage each learner to find his/her distinct ways of learning.
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Vídeo
https://www.youtube.com/watch?v=855Now8h5Rs&hd=1 
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Maintaining and Protecting Motivation
One way to maintain motivation is to make the learning experience enjoyable and stimulating. This can occur in variety of ways. For instance, teachers can make teaching more interesting through varying their teaching styles, presentations, different materials, and learning tasks. 
Teaching can also be interesting if teachers introduce novel techniques and make the task challenging but achievable. 
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Learners’ self-esteem and confidence play key roles in maintaining motivation. Teachers can promote learners’ self-confidence in different ways. For example, they can focus on the positive aspects of their learners by showing their learners what they can do rather than what they cannot and by giving them a chance to make a useful contribution in class. 
They can also make the students feel that they can come forward to offer help, and making the teaching context relaxing and less stressful. 
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Motivation can also be preserved when students feel that they can demonstrate a positive social image and show their  strength. 
Encouraging learners’ autonomy is beneficial to learning: sharing learning responsibilities, involving them in making decisions regarding classroom materials, and giving them positions of authority through peer teaching and project work.
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Most of the discussions on maintaining motivation emphasized the teacher’s role, but if we also give the students the opportunity to share this responsibility, it will be beneficial. 
Learners who motivate themselves exhibit more success in pursuing their goals. Teachers can promote their students’ self -motivation by drawing their attention to useful strategies, such as favorable expectations, incentives, dealing with procrastination and boredom, and eliminating distractions.
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BASTOS, H.. “Identidade cultural e o ensino de línguas estrangeiras no Brasil”. In: PAIVA, Vera Lúcia M. O. (org.), Ensino de Língua Inglesa – reflexões e experiências. Campinas, Pontes, 2005 
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. 
Benson, P. (2010). Teaching and researching autonomy in language learning (2nd ed.). London,UK: Longman.Brophy, J. E. (1998). Motivating students to learn. Boston, MA: McGraw-Hill.
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MUNAT, J. “English as a Vehicular Language: a Case of globalization or Linguistic Imperialism?. University of Pisa. Internet: www.stm.unipi.it /programmasocrates/cliohnet/ books/language2/11_Munat.pdf
REVUZ, Christine. “A língua estrangeira entre o desejo de um outro lugar e o risco do exílio”. In: SIGNORINI, Inês (org.) Língua(gem) e Identidade: Elementos para uma discussão no campo aplicado. Campinas, Mercado de Letras
SHAUL, David & FURBEE, N. L. Language and Culture, Prospect Heights, Illinois, 1998
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References
Linguística Aplicada ao Ensino de Língua Inglesa
Paula Bullio
Atividade 2
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What are the aspects of the classroom that most affect your learning/teaching process?
If you believe in learning styles, what would be yours?
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https://www.blendspace.com - http://melanielinktaylor.mzteachuh.org
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