This present study closely examines a particular type of institutionalized interactions for second language (L2) learning, namely one-on-one instructional sessions between instructors and learners of Japanese at an intensive summer study abroad program in Japan. During these sessions, both instructors and learners employ various form-focused…

After identifying a major limitation of current research on telecollaboration, I propose to develop a methodological framework to empirically study the link between the sociocultural dimension and the linguistic dimension of interaction in eTandem via desktop videoconferencing. For the sociocultural dimension, I study which roles the learners take…

An interaction is the heart of language teaching and learning. Classroom interaction initially refers to conversational exchanges between teacher, as an initiator, and students, as responders. However, the dimension of interaction in the classroom is not solely on conversational adjustment among interactants. The aim of the study was to report the…

Analysis of verbal interaction between student business teachers and their students provides basis for improving instruction. (MF)

Developed was a category system for systematic observation of the verbal and non-verbal behavior of high school biology teachers in both classroom and laboratory situations. This system was used to study the similarities and differences existing between the Biological Sciences Curriculum Study (BSCS) and non-BSCS teachers. Individual teachers…

Reveals that (1) it is possible to develop a low per-student-cost computerized verbal category system, (2) teacher behavior was modified and student participation increased, and (3) curriculum investigations suggest that improvement is possible with more experienced coders. (Author)

Developed was a category system for first-hand systematic observation of the verbal and non-verbal behavior of high school biology teachers in both classroom and laboratory situations. This was used to investigate correlations between selected personality traits and the verbal and non-verbal behaviors of high school biology teachers. Some…

This study described and analyzed questions that teachers ask their pupils and investigated the teachers' responses to their pupils' answers. An attempt was made to determine if teachers from different grade levels used different question-and-answer techniques during daily classroom interaction. Two hypotheses were investigated: a) no significant…

This study used the Observation Schedule and Record 5V (OScAR 5V) to describe and compare the teaching behaviors of second- and fifth-grade mathematics teachers. The sample included seven second-grade and nine fifth-grade teachers from three elementary schools in a medium sized city. Pupils in the participating teachers' classes were from middle…

VERBAL INTERACTION BETWEEN TEACHERS AND PUPILS WHEN THEY ARE READING CRITICALLY IS REPORTED. SIX HUNDRED FIFTY-ONE CHILDREN AND 24 TEACHERS FROM SEVEN ELEMENTARY SCHOOLS IN COLUMBUS, OHIO, SERVED AS SUBJECTS DURING THE 9-MONTH INVESTIGATION. TWELVE CLASSES, TWO AT EACH OF THE SIX ELEMENTARY GRADE LEVELS, WERE GIVEN TRAINING IN CRITICAL READING…

This study investigates the nature and stability of verbal behaviors for different contextual purposes in classrooms with varying structures, from traditional to open, utilizing the RCS interaction analysis system modified to code for contextual purpose (cognitive, procedural, social, affective, and behavioral). Eighteen observations were made in…

This report summarizes the results of seven observation studies concerning teacher behavior, learning activities, verbal communication, the effect of teacher behavior on pupil achievement, training programs in interaction analysis, and children's interest in elementary social studies. Discussions and recommendations based on the research data are…

This study was undertaken to determine which verbal behaviors teachers value, where they acquired their verbal behaviors, and how they justify them. (JD)