Verbal teacher communication and teacher-class interpersonal relationship

Abstract

This study aimed to discover linguistic catgories in verbal teacher communication possibly related to the interpersonal teacher-class relationship. In a literature study 7 conceptual categories were identified (Part I). In a case study these categories were tested (Part II). Data of two extreme cases selected on their ‘interpersonal teacher profiles’ were analysed to examine in which categories both teachers differed and which categories were related with the interpersonal teacher-class relationship. Much differences were found between the two cases. However, only ‘Focus’ and sub-categories ‘Edifications’ and ‘Questions’ seemed to be related with the interpersonal teacher-class relationship. Additionally, the amount of utterances seemed to be related. To conclude with, the sub-category ‘Statement’ (speech function) seemed comparable with the automatically coded ‘Statement’(Dialogue Act) by MEPA. Further research is required to complete the categories with lexical markers and to examine more detailed which other categories were associated with the Dialogue Acts.