Interpersonal Dynamics and Second Language Acquisition: Investigating the influence of the teacher-student relationship on English vocabulary expansion in the classroom.

Identifier:  TFM:1715

Handle: https://hdl.handle.net/20.500.11797/TFM1715

Authors:  Byrne, Kevin

Abstract:
Learning outcome heterogeneity in the area of teaching and learning English as a foreign/second language is well recognized. Literature to date reveals an abundance of theories and findings which seek to improve linguistic proficiency objectives. This study draws on insights from research in Applied Psychology in the service of pedagogical practice in Applied Linguistics. A quantitative study using a repeated-measures design on 39 Catalan students investigated the influence of the teacher-student relationship on English vocabulary learning. Analysis revealed a non-normal data distribution suggestive of necessary methodological adjustments to mitigate covariates like the Novelty Affect and Social Desirability Bias, among others.