The effects of instructor use of positive and negative slang on student motivation, affective learning, and classroom climate

Communication Research Reports

Volumn 25, Issue 1, 2008, Pages 44-55

  Mazer, Joseph P ^a   Hunt, Stephen K ^a  

^a OHIO UNIVERSITY   (United States)

Author keywords

Affective Learning; Classroom Climate; Slang; Student Motivation

Indexed keywords

EID: 77956975311     PISSN: 08824096     EISSN: 17464099     Source Type: Journal    
DOI: 10.1080/08824090701831792     Document Type: Article

References (33)

1. Andersen, J. F., (1979). Teacher immediacy as a predictor of teaching effectiveness. In D., Nimmo (Ed.), Communication yearbook 3 (pp. 543–559). New Brunswick, NJ: Transaction.
2. Andersen, J. F., Norton, R. W., & Nussbaum, J. F., (1981). Three investigations exploring relationships between perceived teacher communication behaviors and student learning. Communication Education, 30, 377–392.
3. Bryant, J., Crane, J. S., Cominsky, P. W., & Zillmann, D., (1980). Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers. Journal of Educational Psychology, 72, 511–519.
4. Christophel, D. M., (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323–340.
5. Christophel, D. M., & Gorham, J., (1995). A test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. Communication Education, 44, 292–306.
6. Dwyer, K. K., Bingham, S. G., Carlson, R. E., Prisbell, M., Cruz, A. M., & Fus, D. A., (2004). Communication and connectedness in the classroom: Development of the connected classroom climate inventory. Communication Research Reports, 21, 264–272.
7. Eble, C., (1996). Slang & sociability. Chapel Hill, NC: University of North Carolina Press.
8. Fraser, B. J., & Fisher, D. L., (1982). Predicting students' outcomes from their perceptions of classroom psychosocial environment. American Educational Research Journal, 19, 498–518.
9. Giles, H., & Williams, A., (1992). Accommodating hypercorrection: A communication model. Language and Communication, 12, 343–356.
10. Gokcora, D., (1989, November). A descriptive study of communication and teaching strategies used by two types of international teaching assistants at the University of Minnesota, and their cultural perceptions of teaching and teachers. Paper presented at the National Conference on Training and Employment of Teaching Assistants, Seattle, Wash.
11. Gorham, J., & Christophel, D. M., (1992). Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40, 239–252.
12. Gorham, J., & Millette, D. M., (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46, 245–261.
13. Hays, E. R., (1970). Ego-threatening classroom communication: A factor analysis of student perceptions. Speech Teacher, 19, 43–48.
14. Hummon, D. M., (1994). College slang revisited: Language, culture, and undergraduate life. Journal of Higher Education, 65, 75–98.
15. Jannedy, S., Poletto, R., & Weldon, T. L., (1994). Language files (.), 6th ed, Columbus, Ohio: Ohio State University Press.
16. Kearney, P., Plax, T. G., Hays, E. R., & Ivey, M. J., (1991). College teacher misbehaviors: What students don't like about what teachers say and do. Communication Quarterly, 39, 309–324.
17. Martin, M. M., Weber, K., & Burant, P. A., (1997, April). Students' perceptions of a teacher's use of slang and verbal aggressiveness in a lecture: An experiment. Paper presented at the meeting of the Eastern Communication Association, Baltimore, Md.
18. Mazer, J. P., (2006). Cool communication in the classroom: Instructor use of positive slang and its effects on student motivation, affective learning, and perceptions of teacher credibility. Unpublished master's thesis, Illinois State University, Normal, Ill.
19. Mazer, J. P., Murphy, R. E., & Simonds, C. J., (2007). I'll See You on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56, 1–17.
20. Myers, S. A., (1995). Student perceptions of teacher affinity-seeking and classroom climate. Communication Research Reports, 12, 192–199.
21. Myers, S. A., & Rocca, K. A., (2001). Perceived instructor argumentativeness and verbal aggressiveness in the college classroom: Effects on student perceptions of climate, apprehension, and state motivation. Western Journal of Communication, 65, 113–137.
22. Norton, R. W., (1983). Communicator style: Theory, application, and measures. Beverly Hills, Calif.: Sage.
23. Norton, R. W., & Nussbaum, J. F., (1980). Dramatic behaviors of the effective teacher. In D., Nimmo (Ed.), Communication yearbook 4 (pp. 565–579). New Brunswick, NJ: Transaction.
24. Nussbaum, J. F., (1982). Effective teaching: A nonrecursive causal model. In M., Burgoon (Ed.), Communication yearbook 5 (pp. 737–749). New Brunswick, NJ: Transaction.
25. Richmond, V. P., (2002). Socio-communicative style and orientation in instruction: Giving good communication and receiving good communication. In J. L., Chesebro & J. C., McCroskey (Eds.), Communication for teachers (pp. 104–115). Boston: Allyn & Bacon.
26. Rodriguez, J., Plax, T., & Kearney, P., (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45, 293–305.
27. Rothwell, J. D., (1971). Verbal obscenity: Time for second thoughts. Western Speech, 35, 231–242.
28. Rubin, R. B., & Feezel, J. D., (1986). Elements of teacher communication competence. Communication Education, 35, 254–268.
29. Simonds, B. K., Meyer, K. R., Quinlan, M. M., & Hunt, S. K., (2006). Effects of instructor speech rate on student affective learning, recall, and perceptions of nonverbal immediacy, credibility, and clarity. Communication Research Reports, 23, 187–197.
30. Sprinkle, R., Hunt, S. K., Simonds, C. J., & Comadena, M. E., (2006). Fear in the classroom: An examination of teachers' use of fear appeals and students' learning outcomes. Communication Education, 55, 389–402.
31. Teven, J. J., & Hanson, T. L., (2004). The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly, 52, 39–53.
32. Teven, J. J., & McCroskey, J. C., (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 1–9.
33. Wanzer, M. B., & McCroskey, J. C., (1998). Teacher socio-communicative style as a correlate of student affect toward teacher and course material. Communication Education, 47, 43–52.