Rapport

The quality of the interpersonal relationship between teacher and students. Rapport is widely considered a precondition for effective language learning — it lowers the Affective Filter, increases willingness to communicate, and enables risk-taking.

Theoretical Basis

Dörnyei (2001) identifies rapport-building as foundational to his motivational framework. His four preconditions for motivation include: (a) appropriate teacher behaviours and a good relationship with students, (b) a pleasant and supportive classroom atmosphere, (c) a cohesive learner group with appropriate group norms. Without rapport, subsequent motivational strategies fail.

Rogers (1969) identified three core conditions for a facilitative relationship: empathy, congruence (genuineness), and unconditional positive regard — all directly applicable to rapport.

Techniques for Building Rapport

• Learn and use names early — signals respect and individual recognition
• Show genuine interest in students' lives, opinions, and progress
• Be consistent and fair — perceived favouritism destroys rapport fastest
• Use humour appropriately — shared laughter builds group cohesion
• Give wait time — rushing signals impatience; patience signals respect
• Admit mistakes — teacher vulnerability models the risk-taking expected of learners
• Personalise feedback — specific praise ("Your use of linking words improved") over generic ("Good job")

Why It Underpins Everything

Rapport is not a soft skill peripheral to teaching — it is the infrastructure. Classroom management, Corrective Feedback, group work, and communicative activities all depend on students trusting the teacher and each other. A technically excellent lesson plan fails in a low-rapport classroom; a mediocre plan often succeeds in a high-rapport one.

Practical Implication

Invest disproportionately in the first two weeks of a course. Early rapport-building pays compound returns for the remaining months.