Could teacher communication behaviors generally assumed to be positive ever be detrimental to student realization of particular outcomes? This essay argues for increased scholarly attention to this question. The authors advocate a research agenda that explores the potential "downside" of teacher communication behaviors (TCBs);…

The aim of this research is to analyse and systematize the conceptual and empirical bases of the available literature on research approaches, objects of study, and future prospects in the field of stylistics, in order to encourage best practice in teacher training. Three research approaches are presented: the empiricist-behaviorist approach, the…

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and…

This study compared Korean students in South Korea and Korean students in the US regarding their perceptions of instructor decision authority and verbal and nonverbal immediacy. Korean students reported higher instructor decision authority and lower levels of instructor verbal and nonverbal immediacy in Korean classrooms than in US classrooms.…

Suggests that philosopher Donald Davidson's interpretative principle of charity can help explain why communication is impoverished or even impossible in classrooms governed by traditional, authoritarian practices that form a "pedagogy of severity." Notes that teachers should promote a "pedagogy of charity," which assumes that…

This study explored the associations among perceived teacher confirmation behaviors (i.e., demonstrating interest, responding to questions, and teaching style) and student perceptions of teacher power use (i.e., coercive, reward, expert, legitimate, and referent power). Participants included 656 students from two Midwestern universities. Results…

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Interviews with students at an all-Black, all-male school in a major northeastern city revealed that a significant proportion of the participating students had a strong preference for practical, demonstrative explanations of new concepts and information that are directly related to their everyday experiential realities. These findings suggest that…

A study investigated the association between affinity-seeking strategies and teacher liking. Data were collected from 251 undergraduate students at the middle of the semester and 178 undergraduate students at the end of the semester on the behavior of an equal number of instructors. Respondents were asked to assess their chosen instructor's…

This paper analyzes verbal interactions between teachers and students to determine the speaking and listening skills which a teacher must possess. A simple model of classroom verbal interaction presents four possibilities: a) teacher-initiated conversation, b) pupil-initiated conversation, c) teacher response to pupil, and d) pupil response to…

Describes the metaphors three student teachers use to describe their own teaching styles. Combines these metaphors into a "student-teacher" metaphor which preserves the complexity of teaching and suggests that teachers are guides and referees as well as learners and friends. (RS)

Second-language teaching styles are defined as specific configurations of student and teacher behaviors during the teaching episode that are further described by certain dimensions of teaching. Teaching styles are seen as useful conceptual tools, and their nature and complexity are considered at three levels: foundation, structure, and…

Misunderstandings across communication situations frequently occur due to gender differences in communication styles, differences in either meanings or values attached to the linguistic symbols used to convey a message. An analysis of communication in the classroom based on Walter J. Ong's educational history, "Fighting for Life Contest,…

Four instructional styles characterized by dominative behaviors (control over students and direct influence by the teacher) and integrative behaviors (student freedom and indirect teacher influence) are described. How the four styles are dependent upon the needs of naive and sophisticated art students is examined. (RM)

Twelve fifth- and sixth-grade field-dependent and field-independent teachers were observed for 96 hours in regular elementary classrooms. Statistically significant differences were obtained from 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. (Author/SJL)