Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the dangers of encouraging students to voice negative emotions. Describes two classroom activities that encourage positive emotions. (SED)

Considers the correction of two kinds of error in the English-as-a-second-language classroom: errors of accuracy and errors of fluency. Describes the functions of feedback in conversation and suggests ways to develop feedback fluency in the classroom so that learners may develop this aspect of language use. (SED)

Many college faculty are reluctant to examine and refine their own classroom communication skills, for a variety of reasons, but teachers should focus on developing the effectiveness of their classroom instruction through the student-teacher relationship. (MSE)

Mixing the academic culture of the classroom with the cultural diversity of its students often results unintentionally in an ethnocentric classroom, an extension of the mainstream Anglo culture. The teacher should know that some views of appropriate classroom behavior are likely to be foreign to some of the students. (Author/MSE)

A teacher's style of communication tells students how to interpret the instructional content and affects students' feelings toward the teacher and the class. A variety of communication styles, style levels, and units of analysis of style are discernable. (Author/MSE)

Classrooms can serve as laboratories for experimenting with collaboration rather than win-lose conflict styles. Productive conflict tactics and patterns of interaction can be used for all parties to learn effective conflict management. (Author/MSE)

A comparison of the acts and arts of teaching and loving suggests some similarities: that teaching is a revelation of the self more than it is the use of professorial postures, that authenticity is more important than authority, and that trust is essential. (MSE)

Using 77 junior high school students in two mathematics classes, this study investigated sex differences in interaction patterns and achievement in small cooperative learning groups. Results related to the male-female ratio in a group. Explanations for these results and consequences for group composition in the classroom are discussed. (BS)

The debate over whether classroom verbal exchanges should be evaluated by pedagogical or discourse criteria, and how this evaluation should be accomplished in class, is reopened. An approach combining the two types of analysis through development of "communication profiles" is recommended as the best means of clearly viewing the phenomenon of…

A social-interaction training procedure employing picture cues (photographs of play materials in their settings), prompts, and reinforcement was investigated to determine its effect on subject-peer and subject-teacher interaction. The results indicate that picture cues facilitate communication and allow independent social interaction and serve as…

Explores the concept of language for learning or discovery and suggests that classrooms based on that principle offer more favorable climates for assessing both students' language and their learning. (DF)

Investigates the nature of those portions of foreign language lessons in which teacher and students focus on the linguistic code rather than on content, that is meta talk. The focus is on scaffolded constructions and norms for meta talk. Examples and analyses are from lessons in Danish secondary schools. (SED)

It is argued that second-language classroom communication is often limited by the lack of instructor use of tonic pronouns. Two uses of the pronoun form that should be used from the beginning of the second-language program to promote authentic communication are described. (MSE)

Describes the components, functions, and applications of a computer-based audio/video learning laboratory at Texas Christian University that permits on-line communication between student learners and instructional staff. The laboratory gives instructors feedback from student learners during and after instruction and enables students to evaluate…

Classifies the different language interactions that occur in the school and home, ranging from those that give the child or learner the power to make language choices to those that control the child's use of language. (HTH)