Language is an omnipresent medium for humans to establish contact with other people, to exchange with them, to present something and to be able to process information at all. While in conversations between friends there is usually an equal relationship, this is not the case in educational institutions such as schools. Here, the teacher is the guiding person who shapes the lessons, especially with the help of his or her language, and guides the pupils with the aim of triggering learning processes. The content aspects - the subject matter to be taught - but also the formal aspects - such as the style of language - are important. In addition, there are inevitably vocal variables, e.g. the pace of speech, as well as non-linguistic elements, e.g. gestures.
I became aware of the high relevance of the totality of these language-related aspects especially during my studies of mediation sciences. On the one hand, one finds oneself in the situation of the "student" who observes the lecturer and realises how soporific an overstraining linguistic style combined with a monotonous voice leading and little physical action on the part of the lecturer can be. On the other hand, one is oneself, for example, in the context of presentations or in a school internship, the person who is the centre of attention with one's linguistic competences and who has to use them consciously to generate interest in the listeners. However, few people are aware that this can be a particular challenge for students, newcomers to the profession as well as for experienced speakers.
Due to the experience already gained in the context of teacher training and the rather low relevance of the topic of teacher language within university seminars, I have therefore decided to examine teacher language and its importance in the classroom more closely. Neither the teaching of a subject, the teaching methods nor leadership styles are taken into account. The focus is on the manner and formal aspects of teacher language. In particular, the question arises as to what elements make up teacher language and what effects positive or negative teacher language can have on students in classroom communication.
Table of Contents
- 1. Introduction
- 2. Basics
- 2.1 Communication in general
- 2.2 Teaching communication
- 2.3 Definition of teacher language
- 2.4 Functions of the teacher's language
- 2.5 Factors influencing communication situations
- 2.5.1 Teacher and student personality
- 2.5.2 Interior design
- 2.5.3 Effects of time of day, daily routine and weather
- 3. Levels of teacher language - elements and their impact on students in the classroom
- 3.1 Verbal level
- 3.1.1 Language style
- 3.1.2 Stereotypical statements
- 3.1.3 The teacher's echo
- 3.1.4 The questioning technique
- 3.1.5 Silence
- 3.2 Paraverbal level
- 3.2.1 Voice
- 3.2.2 Pitch or vocal range
- 3.2.3 Vocal sound
- 3.2.4 Volume
- 3.2.5 Speech pace
- 3.2.6 Intonation
- 3.3 Non-verbal level
- 3.3.1 Facial expressions
- 3.3.2 Gestures
- 3.3.3 Gaze behaviour
- 3.3.4 Posture
- 3.1 Verbal level
- 4. Presentation of the results of the observation of lessons in relation to the connection between teacher language and pupils' attention
- 4.1 Field and unit of observation
- 4.2 Content of the observation sheet
- 4.3 Presentation and critical consideration of the observation results
- 5. Final consideration
Objectives and Key Themes
This work aims to investigate the multifaceted nature of teacher language and its significant impact on classroom communication and student learning. It explores the various elements that constitute teacher language and analyzes their effects, both positive and negative, on student engagement and comprehension.
- The definition and components of teacher language (verbal, paraverbal, nonverbal).
- The impact of different teacher language styles on student attention and learning.
- The functions of teacher language in conveying information and fostering interaction.
- The influence of factors like personality and classroom environment on communication.
- Analysis of observational data to correlate teacher language with student engagement.
Chapter Summaries
1. Introduction: This chapter introduces the central research question: how does teacher language affect students in the classroom? It highlights the author's personal experiences that underscore the significance of teacher language, emphasizing the often-overlooked impact of communication style and its effect on learning. The chapter establishes the focus on the formal aspects of teacher language, excluding teaching methods or leadership styles, and outlines the structure of the study, which involves exploring the fundamental aspects of communication, the three levels of teacher language, and ultimately, the correlation between teacher language and student attention through observation.
2. Basics: This chapter lays the groundwork for understanding teacher language by defining communication as a two-way process involving verbal, paraverbal, and nonverbal elements. It introduces Schulz von Thun's four aspects of communication (factual content, relational side, appeal, and self-revelation) and applies this framework to teaching communication, highlighting the teacher's dominant role and the variability of student interpretations. The chapter then defines teacher language, encompassing all communicative behaviors, and outlines its various functions in conveying information, shaping understanding, and even serving as a subject of instruction itself, emphasizing the interdependency of factual content and relational aspects.
Keywords
Teacher language, classroom communication, verbal communication, paraverbal communication, nonverbal communication, student engagement, learning, teaching, observation, communication styles, instructional communication.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main focus of this work?
This work investigates the multifaceted nature of teacher language and its significant impact on classroom communication and student learning. It analyzes how various elements of teacher language (verbal, paraverbal, nonverbal) affect student engagement and comprehension.
What are the key themes explored in this preview?
Key themes include: defining and understanding the components of teacher language; analyzing the impact of different teacher language styles on student attention and learning; exploring the functions of teacher language in conveying information and fostering interaction; examining the influence of factors like personality and classroom environment on communication; and analyzing observational data to correlate teacher language with student engagement.
What are the three levels of teacher language discussed?
The preview outlines three levels of teacher language: verbal (language style, stereotypical statements, questioning techniques, silence), paraverbal (voice, pitch, vocal sound, volume, speech pace, intonation), and nonverbal (facial expressions, gestures, gaze behavior, posture). Each level is explored in detail, examining its impact on students.
How is teacher language defined in this work?
Teacher language is defined as encompassing all communicative behaviors of a teacher, including verbal, paraverbal, and nonverbal elements. It's recognized as a two-way process influencing student understanding and interaction. The work highlights the importance of both the factual content and the relational aspects of teacher communication.
What methodology is used to analyze the impact of teacher language?
The study employs observation of lessons in classrooms to correlate teacher language with students' attention. The preview details the field of observation, the content of the observation sheet, and the process of presenting and critically considering the observational results.
What are the chapter summaries provided in the preview?
The preview provides summaries for the introduction (establishing the research question and study structure), the basics chapter (defining communication and teacher language, introducing relevant communication models), and outlines the scope of the remaining chapters (observational study and final considerations).
What are the keywords associated with this work?
Keywords include: Teacher language, classroom communication, verbal communication, paraverbal communication, nonverbal communication, student engagement, learning, teaching, observation, communication styles, and instructional communication.
What is the overall objective of this research?
The overall objective is to understand the complex relationship between teacher language and student learning, highlighting the often-overlooked influence of communication style on effective teaching and student engagement.
What is the structure of the full work?
The full work is structured around an introduction, a section laying the groundwork on communication basics, a detailed examination of the three levels of teacher language, a presentation of observational data analyzing the correlation between teacher language and student attention, and finally, concluding considerations.
- Quote paper
- M. S. (Author), 2012, On the Importance of Teacher Language in the Classroom, Munich, GRIN Verlag, https://www.grin.com/document/1181364
