• Katherine Pererva
Keywords: empathy, learning process, outcomes, approach, positive effect


The aim of this study is to identify the role of empathy in learning process and to make students get involved in it and obtain fruitful outcomes in this direction. The qualitative method was used in this study to find out due data for explaining the positive effects of empathy for better learning. This study emphasizes the importance of empathy and its influence for making the English learning process fruitful through comparing the explanations and views of different researches. This paper describes some of the key findings from profound  studies of this matter, which examined the role of empathy in teacher–student relationships and its relevance to moral modelling. The project collected data through interviews and classroom observations and used grounded methodology theory for the analysis. The literature considers the latest research in neuroscience and the significance of emotions in moral decision making alongside older psychological research on affect and empathy in learning. Empathy has long been an intrinsic part of the education system, if schools are involved in intellectual development, they are inherently involved in emotional development. The results explain that the teachers should approach the students like mother and father while teaching. Thus, this approach will make students learn easily and also make the students motivation high and better towards learning.


1. Bialystok E., Hakuta, K. In Other Words: The Science and Psychology of Second-Language Acquisition. / E. Bialystok, K. Hakuta //. - New York: Basic Books, 1994.- p.34.
2. Brown H.D. Principles of Language Leaming and Teaching. Englewood Cliffs./ H.D.Brown // -NJ: Prentice Hall Regents, 1994. – p.14.
3. Gerbert E. Lessons from the Kokugo (National Language) Readers. Comparative Education Review / E.Gerbert // – Tokyo, 1993. – p.143.
4. Goldstein A.P., Michaels G.Y. Empathy: Development, training, and consequences. / A.P. Goldstein, G.Y. Michaels // - New Jersey: Lawrence Erlbaum Associates, 1985. – p.67.
5. Gudykunst W.B., Kim Y.Y. Communicating with strangers: An approach to intercultural communication. In J. Stewart (Ed.), Bridges not walls: A book about interpersonal communication. /W.B. Gudykunst , Y.Y. Kim // - New York: McGraw-Hill, 1995. – p.429-444.
6. Holliday A. Appropriate Methodology and Social Context. / A. Holliday // - Cambridge: Cambridge University Press, 1994. – p.19.
7. Livine, D. R., Adelman, M. B. Beyond language: Crosscultural communication. Englewood Cliffs, / D.R. Livine, M.B.Adelman //, - NJ: Prentice Hall Regents, 1993. – p.82.
8. LoCastro, V. English language education in Japan. In H. Coleman. (Ed.), Society and the language classroom. / V. LoCastro //, - Cambridge: Cambridge University Press, 1996. - p.40-63.
9. Medgyes, P. Native or non-native: who's worth more? / P. Medgyes // ELT Journal, 1996. – p.46.
10. McKay, S. L. Teaching English overseas: An introduction. /S.L. McKay // - Oxford, Oxford University Press, 1992. – p.29-45.
11. McLeod S. H. Notes on the heart: active issues in the writing classroom./ S.H.McLeod // - Southern Illinois University Press, 1997. – p.146-153.
12. Okuzaki M. A Classroom Research Prolect about Strategic Competence. / M.Okuzaki // - Hakodate Eibungaku 36, 1997. – p.122-134.
13. Porter R.E. Intercultural Communication: A Reader. / - R.E. Porter // - Wadsworth Publishing Co., 1997. – p.36.
14. Saville-TroikeM. The ethnography of communication. In S. L. McKay and N. H. Hornberger (Eds.), Sociolinguistlcs and language teaching. / M. Saville-Troike // -Cambridge: Cambridge University Press, 1996. – p.351-382.
15. Stevick E. W. Working with teaching methods: What's at stake? / E. Stevick // Heinle & Heinle, 1998. – p.58-74.
How to Cite
Pererva, K. (2019). THE ROLE OF EMPATHY IN ENGLISH TEACHING. English and American Studies, (16), 94-99.