Philosophy

A great learning experience starts with a skilled teacher who:

Aligns course objectives to student goals and builds student autonomy (Miccoli, 2004; Storch, 2004; Tremblay & Gardner, 1995; Smith & Dalton, 2000; Schneider, 2001).
Provides opportunities for authentic interaction with native speakers inside and outside the classroom (MacIntyre, Baker, Clement, & Conrod, 2001; Smit & Dalton, 2000; Chiu, Liou, & Yeh, 2007).
Creates a safe and productive learning environment which is conducive to risk taking (MacIntyre & Charos, 1996; Miccoli, 2004; Pomerantz & Bell, 2007; Schneider, 2001; Batstone, 2002; Naughton, 2006; Storch, 2002; Dornyei & Kormos, 2000; Chiu et al, 2007).
Incorporates as many meaningful and interactive, pair and group task-based learning opportunities as possible (Rong, 2000; Miccoli, 2004; Schneider, 2001; Naughton, 2006; Storch, 2004; Richards, 2006).
Uses a wide variety of motivational teaching strategies, but obtains feedback from students to determine strategy effectiveness (Guilloteaux & Dornyei, 2008; Naughton, 2006; Bernaus & Gardner, 2008).

Based on my Literature Review on Motivation in Oral Communication Classrooms

Check out my philosophy on SLA, CALL, Grammar, and Assessment.

References

Bernaus, M., & Gardner, R. (2008). Teacher motivation on strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(iii), 387-401.

Chiu, T., Liou, H., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatic speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209-233.

Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275-300.

Guilloteaux, M.J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.

MacIntyre, P.D., Baker, S.C., Clement, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. SSLA, 23, 369-388.

MacIntyre, P.D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26.

Miccoli, L. S. (2004). Collective and individual classroom experiences: a deeper view of EFL learning in a Brazilian university. Revista Virtual de Estudo da Linguagem – ReVEL, 2(2), 1-29.

Naughton, D. (2006). Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal, 90(ii), 169-184.

Pomerantz, A., & Bell, N.D. (2007). Learning to play, playing to learn: FL learners as multicompetent language users. Applied Linguistics, 28(4), 556-578.

Richards, J. (2006). Communicative language teaching today. New York: Cambridge University Press.

Rong, M. (2000). An examination of teacher-student and student-student interaction in an EFL classroom. The Hong Kong Journal of Applied Linguistics, 5(2), 26-41.

Schneider, P. H. (2001). Pair taping: Increasing motivation and achievement with fluency practice. TESL-EJ, 5(2), 1-32.

Smit, U., & Dalton, C. (2000). Motivational patterns in advanced EFL pronunciation learners. IRAL, 38, 229-246.

Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.

Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60(4), 457-480.

Tremblay, P.F., & Gardner, R.C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(iv), 505-520.