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
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
Research Objectives and Core Themes
This work explores the essential role of teacher language in classroom communication and its direct impact on pupil attention. The primary research question addresses whether a perceptible connection exists in practice between positive or negative teacher language and the level of student engagement.
- The influence of verbal, paraverbal, and non-verbal teacher communication.
- Theoretical foundations of communication in an educational context.
- The impact of specific linguistic and stylistic elements on pupil motivation and behavior.
- An empirical analysis of lesson observations regarding the connection between teacher language and student attention.
Excerpt from the Book
1. Introduction
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.
Summary of Chapters
1. Introduction: This chapter highlights the significance of teacher language as a medium for shaping lessons and triggering learning processes, while outlining the study's focus on the formal aspects of communication.
2. Basics: This section clarifies fundamental communication concepts, including the functions of teacher language and the external factors like student personality and classroom design that influence communication.
3. Levels of teacher language - elements and their impact on students in the classroom: This core chapter details the verbal, paraverbal, and non-verbal levels of communication, examining specific elements such as language style, questioning techniques, voice parameters, and body language.
4. Presentation of the results of the observation of lessons in relation to the connection between teacher language and pupils' attention: This chapter presents the empirical methodology and the results of a classroom observation study, evaluating the impact of teacher language on pupil attention in practice.
5. Final consideration: The concluding chapter summarizes the key findings, reinforcing the necessity for teachers to reflect on their own communication behaviors to effectively foster student learning and engagement.
Keywords
Teacher language, Classroom communication, Verbal level, Paraverbal level, Non-verbal level, Lesson observation, Pupil attention, Communication skills, Teaching methodology, Educational interaction, Language style, Questioning technique, Body language, Pedagogical reflection, Teaching profession.
Frequently Asked Questions
What is the core focus of this research?
The work focuses on the importance of teacher language in the classroom and its specific impact on student attention and learning success.
Which communication levels does the author examine?
The author analyzes three distinct levels: the verbal level (language style, questioning, etc.), the paraverbal level (voice, pitch, volume, speed), and the non-verbal level (body language, gestures, gaze).
What is the primary goal of the study?
The goal is to determine if there is a practical, perceptible correlation between positive or negative communication patterns used by the teacher and the level of attentiveness shown by students.
Which research methodology is applied?
The study utilizes a theory-based, structured, and non-participatory field observation of three mathematics lessons to count and analyze specific teacher language categories and corresponding pupil reactions.
What does the main part of the book cover?
The main part establishes the theoretical framework for teacher language, details its three levels, and provides an empirical evaluation of lesson observations.
Which keywords define this work?
Key terms include teacher language, classroom communication, pupil attention, pedagogical interaction, and verbal/non-verbal communication techniques.
What role does the "teacher's echo" play according to the text?
The "teacher's echo"—repeating student statements—is identified as having negative connotations, as it often halts students' thinking processes and can be perceived as insincere or a lack of comprehension.
How does the author interpret the teacher's use of silence?
The author distinguishes between evocative (prompting) silence, which encourages independent student thought, and focusing silence, which serves to calm the classroom during disruptions.
- Quote paper
- M. S. (Author), 2012, On the Importance of Teacher Language in the Classroom, Munich, GRIN Verlag, https://www.grin.com/document/1181364
