An analysis of teachers' verbal communication within the college classroom: Use of humor, self‐disclosure, and narratives

1988 ◽  
Vol 37 (2) ◽  
pp. 127-141 ◽  
Author(s):  
Valerie C. Downs ◽  
Manoochehr Mitch Javidi ◽  
Jon F. Nussbaum
Keyword(s):  
Verbal Communication ◽  
College Classroom ◽  
Self Disclosure ◽  
Classroom Use

scholarly journals Supporting intercultural communication with visual information in virtual exchanges: when a picture paints a thousand words

2021 ◽  
pp. 73-81
Author(s):  
Marta Fondo
Keyword(s):  
Intercultural Communication ◽  
Undergraduate Students ◽  
Visual Information ◽  
Physical Space ◽  
Oral Communication ◽  
Video Camera ◽  
The United States ◽  
Verbal Communication ◽  
Video Communication ◽  
Self Disclosure

Virtual exchanges (VEs) based on synchronous video communication allow learners to benefit from online intercultural experiences with a high degree of interactivity (Wang, 2004). Video conferencing tools allow synchronous audio-visual and non-verbal communication as in Face-To-Face (FTF) situations (Kock, 2005), although synchronous video communication differs from FTF communication because participants are not in the same physical space during interactions. However, technological restrictions during interaction can be compensated by media users as they adapt their communication behaviour (Walsh, 2018). This is the case of the present study which analyses the use of the video camera by learners to support oral communication with the visual information present in their physical spaces. For this purpose, 50 video-recorded intercultural activities carried out by 30 pairs of undergraduate students in Spain, Ireland, Mexico, and the United States were analysed through observation techniques. Results show how Visual Supported Actions (VSAs) are a new digital non-verbal communication which supports intercultural communication in the Foreign Language (FL), blurring the contextual physical restrictions of video conferences. Moreover, the study shows that VSAs are a new way of online Self-Disclosure (SD), a process of communication through which one person reveals information about themselves to another (Sprecher et al., 2013).

Students' Self-Disclosure in the College Classroom

1998 ◽  
Vol 83 (3) ◽  
pp. 1067-1070 ◽  
Author(s):  
Scott A. Myers
Keyword(s):  
College Students ◽  
The Self ◽  
College Classroom ◽  
Self Disclosure

This study examined how college students (61 men, 72 women) differed in the breadth and the depth of self-disclosure when interacting with their instructors and their classmates as inferred from responses to the 25-item Self-disclosure Questionnaire of Jourard. For each item, respondents indicated the Breadth (the number of topics) and the Depth (the intimacy of the topic). Students reported a higher Breadth of self-disclosure with their classmates than with their instructors on 9 of the 25 items, but there were no significant differences for Depth of students' self-disclosure. These findings suggest that students are more apt to self-disclose with classmates rather than instructors but the self-disclosure may not be intimate.

Video materials in English language teaching

1986 ◽  
Vol 3 ◽  
pp. 44-56 ◽  
Author(s):  
Margaret Allan
Keyword(s):  
English Language ◽  
Native Speaker ◽  
Communicative Competence ◽  
Language Teaching ◽  
Verbal Communication ◽  
English Language Teaching ◽  
Video Sequences ◽  
Language Classroom ◽  
Classroom Use ◽  
Archive Material

Most materials available to users of video in English Language Teaching were designed neither for the ELT classroom nor for video: they originated as TV programmes or as films produced for a native speaker audience. An analysis of the characteristics of video and its possible roles at different stages in a language programme underlies the design of a set of video sequences, Video English, intended specifically for classroom use, within the framework of a methodology which puts the emphasis on communicative competence. Similar principles are exemplified in a discussion of another published series, Television English, which is based on BBC archive material. In conclusion some findings of research into non-verbal communication are considered in relation to the use of video materials in the language classroom.

Lack of Self-Disclosure and Verbal Communication About Emotions as a Precipitant of Affairs

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Shosh Carmel
Keyword(s):  
Intimate Relationship ◽  
Verbal Communication ◽  
The Unconscious ◽  
Self Disclosure ◽  
The Creation

In this article, I explore the dynamic underlying a very common contemporary phenomenon—the creation of an additional intimate relationship, while remaining in another stable self-dyad. This phenomenon is discussed via the unconscious and conscious perspectives of those who initiated and actively engaged in the additional relationship. In the absence of a capacity for verbal communication about emotions, the additional relationship serves to enact powerful, infantile needs, that were not met or processed in infancy, and which therefore vigorously re-emerge in the adult intimate relationship that lacks the capacity to contain them.

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

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