Percezioni sulla relazionalità nell’aula universitaria di Lingua Spagnola
Uno studio di caso
DOI:
https://doi.org/10.15162/1970-1861/2664Keywords:
student-teacher relationship; language teaching; university; students’ well-being; perceptionsAbstract
This paper investigates the perceptions of a group of university students about the relationship with the university professor, specifically in a language course. As a result of the research project “An online community of relationship-centred university educational innovation”, that interviewed on the topic of relationship 47 Italian university professors of different disciplines, it was decided to explore the issue further from the student’s perception. In particular, this is a first exploratory study conducted within the courses at the University of Milan. The participants attend “Spanish language” (1 and 2) and “Teaching Spanish as a foreign language” courses in the first and second year of the master’s degree LM-37 (Modern American and European languages and literatures). With a qualitative research methodology, two questionnaires (pre- and post- courses) were administered and 13 semi-structured interviews were carried out to deepen the issues. The findings reveal that students are spontaneously highly aware of the effects of this relationship in specific areas, including language learning and well-being in academic context. Although the study is preliminary and limited in terms of sample size and context, it demonstrates how investigating students’ perceptions of their relationship with their lecturer can serve as a basis for further research and may be a predictor of attendance at university courses and students’ use of a foreign language in the classroom.
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