The effect of body language of branch teachers on students’ teacher perception and attitudes to the course in Turkey: Erzurum City

Abstract

In the present study, the effects of the body language of physical education, Turkish, Mathematics, Physics, Chemistry, Biology, Music and Art teachers, which is one of the most determining dimensions among communication skills on students’ attitudes towards the lesson were examined. The study was applied to 371 students, 244 of whom were female and 127 male, in 9th, 10th, 11th, and 12th grades, studying at four different high schools in the Palandöken County of Erzurum city center in the 2018-2019 academic year. The group that was selected as the sampling of the study consisted of these students. It is considered that this study will contribute to the accurate interaction between the teacher and the student with the dimension of communication skills and to the studies to be conducted in this field. As it was understood from this study that high school students responded “I like it” a lot” to item 9, “She/he mostly smiles while teaching”; and “I like it” to items 2, 3, 27, 28 and 31. The response “I do not like it at all” did not affect the average score. Among the remaining 29 items, 15 responded as “I am indecisive”, and 14 as “I do not like it”. When the results of the present study are evaluated, it is seen that the teacher, who manages the teaching and learning experiences and guides the learning of students actively and participative, manages the process much more effectively, not only via communication with the language but also via the communication and interaction of the beyond-the-language communication arguments and body language. At the same time intonation of voice, and translingual communication arguments are also important.

Keywords: Body language, intonation of voice, accurate interaction, translingual communication arguments, effect of body language on attitudes.

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