A cross-cultural comparison of instructor communication in American and German classrooms

K. David Roach, Paul R. Byrne

Research output: Contribution to journalArticle

35 Scopus citations

Abstract

This study addressed patterns and influence of student perceptions of instructor power use, affinity-seeking, and nonverbal immediacy in American and in German classrooms. American instructors were seen to be significantly higher in power use, affinity-seeking, and nonverbal immediacy than German instructors. American students reported significantly higher perceptions of cognitive learning than those reported by German students. Instructor affinity-seeking and nonverbal immediacy were strongly correlated with student affective/cognitive learning and ratings of instructor for American and German students. The influence of instructor referent power, affinity-seeking, and nonverbal immediacy on student cognitive learning was significantly higher for American students.

Original languageEnglish
Pages (from-to)1-14
Number of pages14
JournalCommunication Education
Volume50
Issue number1
DOIs
StatePublished - Jan 2001

Keywords

  • Affective learning
  • Affinity-seeking
  • Cognitive learning
  • Instructor power
  • Nonverbal immediacy
  • Student ratings of instruction

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