A review of Teacher-Student Interaction and EFL Learners Motivation and achievement

Motivation is a prominent element in pursuing anything in our lives (Kato, Yasumoto, & Aacken, 2007). Learner’s motivation is regarded as affecting the victory of learning, not only in the case of L2 instruction, but during every features of learning activities. In the same way, motivation occupies the learners’ rationales for trying to acquire the second language. Therefore, there is a requirement to indicate the significance of raising learners’ motivation. Moving toward a task with motivation makes them consider the meanings and implications. They want to comprehend the at hand content, be able to transmit it to their previous information, and make it their own by being capable of talk about it in simple words (Rifai, 2010). The purpose of this review article is to investigate the relationship between teacher-student interaction on EFL learners’motivation and achivement in an Iranian context. Rimm-Kaufman and Hamre (2010) asserted that Teachers’ behaviors and their interactions with students hold the probable to improve (or lessen) student achievement and social-emotional results. This review article aims to define the key words, elaborate teacher-student interaction and its theoretical framework, explain motivation and its theories, follow it, interventions that increase positive T-S Interactions/relationship, the link between positive T-S interactions and student s outcomes, and mention the importance of positive reinforcementin extrinsic motivation. Because T-S interactions seems to have improved the EFL learners motivation, its development can be recommend to reinforce EFL learners motivation and achivement.

کلیدواژه ها:

Motivatin ، Achivement