Social authentication and the synergies between teacher and student motivation : a narrative of teaching at a Japanese university
This study 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). Authenticity and motivation are very common collocates in discussions surrounding language learning. However, these two concepts have rarely been the focus of empirical inquiry, largely due to their ambiguity and the difficulty of gaining evidence-based insights into the complex nature of their relationship. Similarly, it is commonly acknowledged that the teacherâs motivation has a bidirectional relationship with student motivation, yet again this idea is hard to research and difficult to examine. This inquiry utilises practitioner research in order to gain insights into these phenomena from inside the classroom. This inquiry examines how the concept of authenticity in language teaching relates to motivation as a complex dynamic process. Authenticity is seen as an emergent, multifaceted component of individual and social identity, which interacts with motivation at various levels. The main data was collected at Sophia University in Tokyo,
Pinner, Richard S.
P Philology. Linguistics
Social authentication and the synergies between teacher and student motivation : a narrative of teaching at a Japanese university. This study 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). Authenticity and motivation are very common collocates in discussions surrounding language learning. However, these two concepts have rarely been the focus of empirical inquiry, largely due to their ambiguity and the difficulty of gaining evidence-based insights into the complex nature of their relationship. Similarly, it is commonly acknowledged that the teacherâs motivation has a bidirectional relationship with student motivation, yet again this idea is hard to research and difficult to examine. This inquiry utilises practitioner research in order to gain insights into these phenomena from inside the classroom. This inquiry examines how the concept of authenticity in language teaching relates to motivation as a complex dynamic process. Authenticity is seen as an emergent, multifaceted component of individual and social identity, which interacts with motivation at various levels. The main data was collected at Sophia University in Tokyo,
social synergy teacher_student motivation narrative teach japanese university study_look relationship authenticity motivation specifically view process mutually validate act learn social turn often lead positive motivational synergy student_teacher authenticity motivation common discussion surround language_learning however concept rarely focus empirical inquiry largely_due ambiguity difficulty gain evidence based insight complex nature_relationship similarly commonly acknowledge teacher motivation relationship student motivation yet idea hard difficult examine inquiry utilises practitioner order_gain insight phenomena inside classroom inquiry examines concept authenticity language_teach relates motivation complex_dynamic process authenticity see emergent multifaceted component individual social_identity interact motivation various_level main data_collect university tokyo