Verbal and Nonverbal Student Interaction in the College Classroom as a Function of Group Cohesion.

Autor/inn/en	von Raffler-Engel, Walburga; und weitere
Titel	Verbal and Nonverbal Student Interaction in the College Classroom as a Function of Group Cohesion.
Quelle	(1978), (29 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Behavior Change; Body Image; Body Language; Classroom Communication; College Students; Communication (Thought Transfer); Group Dynamics; Group Unity; Higher Education; Human Posture; Interaction Process Analysis; Interpersonal Relationship; Language Research; Nonverbal Communication; Paralinguistics; Personality; Psycholinguistics; Sociolinguistics; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Körperbild; Körpersprache; Klassengespräch; Collegestudent; Communication; thought; Kommunikation; Gedanke; Gruppendynamik; Gruppenidentität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Posture; Körperhaltung; Prozessanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachforschung; Non-verbal communication; Nonverbale Kommunikation; Paralinguistik; Personalität; Psycholinguistik; Soziolinguistik
Abstract	The correlation of verbal, paralinguistic, and kinesic features in the context of student-student and student-teacher interaction is studied in a semester linguistics course at Vanderbilt University. The purpose of the research is to delineate some of the major problems of group interaction in the college classroom and to show how the various factors affecting it are related to personality factors. Three sets of structure determine interactional behavior in the group: (1) the pre-existing culture norms which form the shared pre-suppositions; (2) the group cohesion rules that are solely dependent on the constituency and the setting of the group (which change in function of time and through eventual variation in group composition); and (3) the behavioral rules that relate to external factors. The influence of external factors appears to be consistent and predictable and can, therefore, be structurally categorized eventually. The findings have led to the conclusion that there is a direct causal relationship between familiarity/formality and the degree of gesticulation. Nonverbal behavior has a substantive part in forming and sustaining the interactional processes among participants. Chart and graph data are appended. (Author/NCR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01