A Grounded Ethnographic Inquiry into Teacher Oral Feedback.

Autor/inn/en	Preston, Twila L.; Todd-Mancillas, William R.
Titel	A Grounded Ethnographic Inquiry into Teacher Oral Feedback.
Quelle	(1985), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Classroom Communication; Communication Research; Feedback; Higher Education; Oral Language; Self Esteem; Speech Instruction; Speech Skills; Speeches; Student Attitudes; Student Reaction; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassengespräch; Kommunikationsforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Oral interpretation; Mündlicher Sprachgebrauch; Self-esteem; Selbstaufmerksamkeit; Speech training; Sprechübung; Mündliche Leistung; Sprachfertigkeit; Schülerverhalten; Schülerkritik; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A study explored (1) the types of teacher oral feedback statements student speakers identify as helpful in improving their speeches, and (2) the types of oral feedback they identify as making them feel either good or bad about their speaking abilities. The student speakers--two female graduate students and a female graduate teaching assistant--were given one week to prepare an informative speech. The speeches were then videotaped, along with the instructor's oral critiques. While viewing the tapes, the students identified statements they perceived as helpful in improving their speaking ability and those that either increased or decreased their self-esteem. Students most frequently identified as helpful the feedback that was directed toward them personally and which focused on specific features of the speeches. They perceived complimentary feedback as promoting good feelings about their speaking abilities, but of limited usefulness in helping them learn how to improve their skills. Critical statements were sometimes perceived as promoting negative feelings; however, in some cases, these statements were perceived as enhancing self-esteem. This was most likely to occur when the critical comments were accompanied by positive nonverbal immediacy behaviors, such as smiles and reassuring gazes. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01