scholarly journals The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

2019 ◽  
Vol 5 (2) ◽  
pp. 67-77
Author(s):  
Marina Ivanova ◽  
Natalia Shlenskaya ◽  
Natalia Mekeko ◽  
Tatiana Kashkarova
Keyword(s):  
Student Performance ◽  
Teaching Style ◽  
Positive Influence ◽  
Student Interaction ◽  
Foreign Languages ◽  
State University ◽  
Interaction Style ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Educational Behaviour

Nowadays, when the role of knowing foreign languages is extremely high and the demand for specialists who are proficient in a language is continuing to increase, we face the problem of a lack of desire to learn foreign languages among non-linguistic majors. We supposed that the type of teacher-student interaction style (authoritarian, democratic, and liberal) could influence students’ motivation type (internal, external positive, external negative, or amotivation) and this was the aim of the study. We surveyed 230 second-year students of the intramural form of study seeking a baccalaureate degree from Moscow State University of Food Production. Among the respondents there were 143 girls and 87 boys aged 18-20, citizens of the Russian Federation. The experiment was divided into three stages and it took three semesters to complete the study. The aim of the first stage was to investigate students’ preferences related to teacher-student interaction style, and the prevailing type of learning motivation to study and to learn foreign languages. The second stage of the study was aimed to investigate how teacher-student interaction style influences the nature and type of students' motivation to learn. In the last stage of the study, the output testing of student performance was implemented and all the results from the previous stages were compared and analyzed. The results of the experiment clearly demonstrated that both authoritarian and democratic teacher-student interaction styles could have a positive influence on students’ educational behaviour and academic performances while the implementation of the liberal teacher-student interaction style led to amotivation. At the same time, the democratic style, contrary to the authors' hypothesis, predominantly provoked external motivation, while an authoritarian style significantly activated internal motivation.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

A Multidimensional Model of Teacher-Student Interaction Styles

2021 ◽  
pp. 202-210
Author(s):  
Natalia L. Baydikova ◽  
Keyword(s):  
Leadership Styles ◽  
Teacher Leadership ◽  
Student Interaction ◽  
Multidimensional Model ◽  
Management Activity ◽  
Arithmetic Average ◽  
Interaction Styles ◽  
Teacher Student ◽  
Individual Teacher ◽  
Teacher Student Interaction

The aim of the research is to identify the parameters for a multidimensional model of teacher-student interaction styles in the framework of the teacher's management activity. Literature analysis shows that all the models of teacher-student interaction styles can be divided into two groups according to the ways of classification criteria distribution. The first group comprises onedimensional models which assign certain characteristics to the teacher leadership styles. The example of such an approach is the traditional classification of styles into authoritarian, democratic and laissez-faire modes of teacher's behavior. The other group of classifications of teacher-student interaction styles includes two-dimensional models. They use two parameters in different combinations to result in four leadership styles. The author states that teacher-student interaction is so complex and multi-level that two criteria are not enough to describe teacher leadership styles. She proposes a multidimensional model of teacher-student interaction styles based on six components of teacher's organizational activities: target, stimulation and motivation, content, operation, control and regulation, assessment. According to these components, the author identified six parameters of teacher-student interaction styles which a teacher can exhibit to a different extent within the two opposite characteristics: 1) formulation of tasks to learners (implicitly - explicitly), 2) stimulation of learners' autonomy (directive behavior - delegating behavior), 3) variability of content (predetermined -available for choice), 4) interaction with students (detachment - involvement), 5) intensity of control (continuous - dispersed), 6) type of assessment (standard - essence-based). All the six parameters are independent dimensions of an individual teacher-student interaction style. To empirically verify the proposed multidimensional model of teacher leadership styles, a questionnaire was developed. It consists of 18 statements, three statements assessing each parameter. The display of characteristics was measured by values with assigned numbers: ‘never' -2, ‘no rather than yes' -1, ‘sometimes' 0, ‘yes rather than no' +1, ‘always' +2. The values -2 and +2 are the extreme poles of the behavior characteristics. The arithmetic average was counted out of the three answers on each parameter. According to the survey of school teachers, individual teacher-student interaction styles comprise characteristics of different polarity. The proposed multidimensional model of teacher-student interaction styles is a flexible, variational and open system.

The Effects of Noncompetitive and Competitive Instructional Climates on Teacher Expectancy Effects in Elementary Physical Education Classes

1984 ◽  
Vol 6 (4) ◽  
pp. 408-429 ◽  
Author(s):  
Thomas J. Martinek ◽  
William B. Karper
Keyword(s):  
Physical Education ◽  
Student Interaction ◽  
Interaction Data ◽  
Expectancy Effects ◽  
Teacher Student ◽  
Elementary Physical Education ◽  
Teacher Expectancy ◽  
Teacher Student Interaction

The purpose of this study was to describe the operation of teacher expectancy effects within two instructional climates of elementary physical education classes. Specifically, high and low expectancy groups were compared during noncompetitive and competitive instruction in terms of teacher-student interaction and perceived expression of effort. Four alternating experimental phases of instruction were employed. Analysis of the interaction data revealed that low expectancy students received significantly more praise and encouragement during the first (noncompetitive) phase and the fourth (competitive) phase than did high expectancy students. They also received significantly more empathy from their teachers during both competitive phases of instruction. High expectancy students were perceived to exhibit significantly more effort than low expectancy students during all four phases.

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