Learners’ Engagement in Meaning Negotiation and Classroom Interaction as a Function of Their Perceptions of Teachers’ Instructional Communicative Behaviors

Andersen, J. F. (1979). Teacher immediacy as a predictor of teaching effectiveness. Communication Yearbook, 3, 543-559.

Brewster, D. (2004). Stereotypical perceptions of the communication behaviors of gay males. Unpublished MA Thesis, West Virginia University, West Virginia.

Burgoon, J. K., Birk, T., & Pfau, M. (1990). Nonverbal Behaviors, Persuasion, and Credibility. Human Communication Research, 17, 140-169.

Chapelle, C. A. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34.

Chesebro, J. C., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50, 59-68.

Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication-Education, 39, 323-340.

Elliot, T. R., & Gramling, S. E. (1990). Personal assertiveness and the effects of  social support among college students. Journal of Counseling Psychology, 37, 427-436.

Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah, New Jersey, London: Lawrence Erlbaum, 131-132.

Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York: Routledge/Taylor Francis.

Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on students’ motivation for learning English. Asian EFL Journal, 12 (4), Retrieved from: http://www.asian-efl-journal.com/December_2010_LH.php

Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

Krashen, S., & Terrel, T. (1983). The Natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.

Long, M. H. (1981). Input, interaction, and second language acquisition. In H. Winitz (Ed.), Native language and foreign language acquisition: Annals of the New York Academy of Sciences (pp. 259–278). NewYork: NewYork Academy of Sciences.

Long, M. H. (1983). Native speaker/non-native-speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4, 126-141.

Martin, M. M., & Anderson, C. M. (1996). Argumentativeness and verbal aggressiveness. Journal of Social Behavior and Personality, 11, 547-554.

Martin, M. M., Chesebro, J. C., & Mottet, T. P. (1997). Students’ perceptions of instructors’ socio-communicative style and the influence on instructor credibility and situational motivation. Communication Research Reports, 14, 431-440.

McCluskey, R. Q. (2009). Teacher immediacy and learning mathematics: Effectson students with divergent mathematical aptitudes (Unpublished masters’ thesis). Texas Tech University, USA.

McCroskey, J. C., & Richmond, V. P. (1996). Fundamentals of human communication: An interpersonal perspective. Prospect Heights, IL: Waveland Press.

McCroskey, J. C., Richmond, V. P., & Bennett, V. (2006). The relationship of student end-of class motivation with teacher communication behaviors and instructional outcomes. Communication Education, 55(4), 403-414.

Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.

Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes (2nd ed.). Belmont, CA: Wadsworth.

Myers, S. A., Martin, M. M., & Mottet, T. P. (2002). Students’ motives for communicating with their instructors:­ Considering instructor socio-communicative  style,  student  socio-communicative orientation, and student gender. Communication Education, 51, 121-133.

Plax, T.G., Kearney, P, McCroskey, J.C., & Richmond, V.P. (1986). Power in the

classroom VI: Verbal control strategies, nonverbal immediacy and affective learning. Communication Education, 35, 43-55.

Pogue, L. L., & AhYun, K. (2006). The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55, 331-342.

Richmond, V.P. (1990). Communication in the classroom: Power and motivation. Communication Education, 39, 181-195.

Richmond, V. P., & McCroskey, J. C. (1990). Reliability and separation of factors on the assertiveness-responsiveness measure. Psychological Reports, 67, 449-450.

Richmond, V. P., & McCroskey, J. C. (1992). Communication: Apprehension, 

avoidance, and effectiveness. Scottsdale, AZ: Gorsuch Scarisbrick.

Richmond, V. P., McCroskey, J. C., & Johnson, A. D. (2003). Development of the Nonverbal Immediacy Scale (NIS): Measures of self- and other-perceived nonverbal immediacy. Communication Quarterly, 51, 502-515.

Rocca, K. (2004). College student attendance:  Impact of instructor immediacy and verbal aggression. Communication Education, 52, 185-195.

Rubin, R. B., & Martin, M. M. (1994). Development of a measure of interpersonal communication competence. Communication Research Reports, 11, 33-44. doi: 10.1080/08824099409359938

Schmidt, R. W., & Frota, S. N. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R.R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp. 237-326). Rowley, MA: Newbury House.

Shu-Fang, N., & Aust, R. (2008). Examining teacher verbal immediacy and sense of classroom community in online classes. International Journal on E-Learning, 7 (3), 477–498.

Sidelinger, R.­ J., & McCroskey, J. C.­ (1997). Communication correlates of teacher clarity in the classroom.­ Communication Research Reports, ­­14(1),­1-10.

Slane, S., & Leak, G. (1979). Effects of self perceived nonverbal immediacy behaviors on interpersonal attraction. The Journal of Psychology, 98, 241-248.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-53). Rowley, MA: Newbury House.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook, (Ed.), Principle and practice in applied linguistics: Studies in Honor of H. G. Widdowson (pp. 125–144). Oxford: Oxford University Press.

Tabasco, D. (2007). Investigation of the relationships among teachers immediacy and creativity, and students’ perceived cognitive learning (Unpublished doctoral dissertation). Drexel University.

Thomas, C. E. (1994). An analysis of teacher socio-communicative style as a predictor of classroom communication behaviors, student liking, motivation, and learning (Unpublished doctoral dissertation). West Virginia University, Morgantown, WV.

Thomas, C. E., Richmond, V. P., & McCroskey, J. C. (1994). The association between immediacy and socio-communicative style. Communication Research Reports, 11, 107-115.

Tuan, L. T., & Nhu, N. T. K. (2010), Theoretical review on oral interaction in EFL classrooms. Studies in Language and Literature, 1 (4), 29-48.

Varonis, E. M., & Gass, S. M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71-90.

Wooten, A. G., & McCroskey, J. C. (1996). Student trust as a function of socio-communicative style of teacher and socio-communicative orientation of student. Communication Research Reports, 13, 94-100.

Xu, G. (2010). Understanding the role of interaction from linguistic, affective, and social perspectives, TESL Canada Journal, 27(2), 68-88.