Detail Teacher communication and student motivation to learn: Competence as classroom facework Bibliografi Author: Kerssen-Griep, Jeffrey D. ; Staton, Ann Q. (Advisor) Topik: SPEECH COMMUNICATION|EDUCATION; EDUCATIONAL PSYCHOLOGY|EDUCATION; TEACHER TRAINING Bahasa: (EN )     Penerbit: University of Washington     Tahun Terbit: 1997     Jenis: Theses - Dissertation Fulltext: 9819260.pdf (0.0B; 5 download) Abstract This study of instructional communication is premised upon theories of social action and learning motivation. Much recent research in education and communication points toward the central role played by face-address in student motivation(s) to learn. Face-support is thought to be crucial in maintaining a learning environment focused on task-mastery and student self-determined learning (i.e., intrinsic motivation and self-regulation). This study investigates the role of facework in students' motivation to learn, by identifying and describing the instructional communication identified as 'face-addressing' by classroom participants. The study extends previous communication research on motivation, immediacy, and 'power' in the classroom by investigating an alternative theoretical explanation for those phenomena. Six research questions directed this study. Four of those questions facilitated close understanding of the two classrooms' motivation-related characteristics: (1) To what extent are autonomous learning and task-mastery oriented instructional strategies utilized on a daily basis in these classrooms? (2) What is the extent and nature of any intrinsic motivation to learn reported by these students? (3) To what extent do these students report feeling empowered in these classrooms? and (4) To what extent do these students report being self-regulated in these classrooms? Two remaining questions guided investigation of these classrooms' face-addressing communication: (5) What are teacher and student perspectives about the face-addressing communication occurring in their classroom? and (6) What is the nature of face-addressing teacher-student communication? Chapter One contextualizes the study by defining 'communication' in the classroom, and describing a task-mastery oriented, self-determined learning state. Intentional/goal self-determination, and face management literature is reviewed. The chapter ends with the study's rationale and research questions. Chapter Two details the design of the study, discussing research settings and participants, methods for data collection and analysis, and steps taken to ensure reliability and validity. Chapter Three describes the findings of the study. Research Question One was addressed by describing particular instructional strategies present in these classrooms. Data addressing Research Questions Two, Three, and Four largely supported the presence of self-determined learning among these classroom participants. Research Question Five produced a seven-category interpretive typology of the face-addressing communication perceived by participants. Research Question Six was addressed by demonstrating nonverbal communicative differences and similarities between these two instructors' means of accomplishing classroom face-address. Finally, Chapter Four summarizes the findings relevant to each research question, and discusses their implications in light of research on immediacy, student motivation, face management, and power in the classroom. Findings are compared with a constructivist teaching philosophy. The dissertation concludes by discussing limitations of the study and suggestions for future research. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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