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Contemporary Approaches in Education

Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan

Contemporary Approaches in Education presents papers of the Fifth European Conference on Social and Behavioral Sciences in St. Petersburg, Russia and the Sixth European Conference on Social and Behavioral Sciences in Selcuk, Izmir, Turkey. The contributions deal with a wide range of educational issues, namely teaching and learning, educational policy and school psychology.
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Teacher-Student Interaction in English as a Foreign Language Classes in Higher Education

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Introduction

Teacher-student interaction is one of the most important factors in teaching as it is directly related to the dynamics of the classroom and to the enthusiasm felt for teaching and learning by both parties involved regardless of the subject matter. Pianta et al. (2012, p. 370) suggest that “regardless of age or grade, interpersonal relational supports provided through teachers’ interactions with students are a fundamental facet of classrooms’ capacity to support development.”

Similarly, students’ attitudes toward the foreign language is very often influenced by teacher-student relationships and the general classroom atmosphere. Interactions in language classrooms are important social activities for students through which they not only construct knowledge, but also build confidence and identity as competent language users (Luk & Lin, 2007). When Harmer (1998) intended to find out what makes a good language teacher, he asked a variety of people the question and the responses he got were not so much about the teachers themselves, but rather about the relationship between the teacher and the students. The issues at stake seemed to be whether or not the teacher is approachable, identifying with the hopes, aspirations, and difficulties of their students while teaching them, gently correcting, and kindly handling students.

According to Marzano & Marzano (2003), specific teacher behaviours which exhibit appropriate levels of dominance and cooperation are important characteristics of the most effective teacher-student relationships. In their study, their definition of dominance is based on Wubbels & Levy’s identification of...

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