Humanistic language teaching

humanistic style t all(prenominal)ingArgumentative EssayA honest method Humanistic Language TeachingNowadays, a neat variety of instruct methods and techniques argon known and used in the field of universal education and phrase teaching. Although all of them aspire to make students and teachers efforts successful, each of them does it in a slightly different way, namely, by concentrating on respective(a) components of the learning process. Humanistic words teaching is a complex teaching method that aims to develop students basic language skills and inner self, at the homogeneous time. Although some experts claim that humanistic language teaching is inappropriate for language acquisition, in my opinion, it is highly beneficial for students for various(a) reasons.First of all, humanistic methods ar more useful and motivating for students than other methodologies that however aim the necessity of essential language skills. Humanistic strategies provide an opportunity for st udents to become present with and to practice a diversity of language usages. Thus, students argon not only provided with extended language competence, but they argon also enabled to react upon various real-life situations in a functionally and socially appropriate way (Frank and Rinvolucri, as cited in Atkinson, 1989). Moreover, humanistic activities can greatly contribute to students motivation. While practicing unsullied language skills, extra information which is important for self-investigation is gained and, as Reid (as cited in Arnold, 1998, p. 236) formulates, students are motivated by self-discovery and by the control such knowledge brings. Secondly, humanistic-type language classes promote the development of students personality and self-awareness, and they have a positive cushion on learners cognition. By educating the whole person, humanistic methods aim to develop twain the cognitive and the affective dimensions, in terms of self-awareness and personality (Moskowitz , as cited in Stevik, 1998). Having more self-knowledge is highly beneficial to students, because, according to Sokrates, introspection is one of the approximately important sources of wisdom. Furthermore, a self that has realized its own inner qualities whitethorn have a better relationship with its surrounding (Arnold, 1998). According to Moskowitz (as cited in Stevik, 1990), such a self-actualizing person can be characterized by a very positive personality. They are creative, spontaneous, have a great aesthesis of empathy and responsibility, and have something to lead for. Although opponents of humanistic language teaching state that at that place is no correlation between affect and effect, a great follow of neurobiological and pragmatic research contradicts this statement. As an illustration, John Schumanns brain ground model of language acquisition shows that in the brain, emotion and cognition are distinguishable but inseparable. Therefore, from a neural perspective, a ffect is an integral set about of cognition (as cited in Arnold, 1998, p. 239).Finally, humanistic language teaching develops students emotional intelligence, which enables them to live a successful and useful social life. Emotional intelligence, in Golemans (as cited in Arnold, 1998, p. 237) interpretation, comprises certain abilities and skills which can be taught to children, in order to give them a better chance to use their intellectual potential. The incorporation of the development of skills, wish well co-operation, empathy, and respect, in the curriculum, makes a contribution to a students better understanding and use of awkward situations. In addition, people with greater emotional intelligence are beneficial to the humankind as a whole, because they are the ones who can carry off most successfully with the problems of modern society (Arnold, 1998). To sum up, humanistic language teaching is not a method without criticism however, it is highly beneficial to students int ellectual and affective development. Through humanistic strategies, one can bring home the bacon not only extended language competence, but also a great variety of social skills, which makes a great contribution to ones success and prosperity in real life. ReferencesArnold, J. (1998). Towards more humanistic English teaching. ELT Journal, 52(3), 235-242.Atkinson, D. (1989). Humanistic approaches in the adult classroom an affective reaction. ELT Journal, 43(4), 268-273.Stewick, E. W. (1990). Humanism. In Humanism in Language Teaching (pp 21-33). East Kilbridge, Scotland Oxford University Press.