How Do American, Chinese and French Students Characterize their Teachers’ Communication?
Abstract
This investigation, which uses a sample of 53 students from China, the United States and France, aims to determine what types of communication styles students of different cultural backgrounds expect from their teachers. Previous studies have already produced some results on this issue, but little attention has been paid to exploratory research that allows students to provide their own definition of their teachers’ communication. While some scholars focus on the technical skills that successful teachers must possess, this research reveals the degree to which communication competence remains critical. In this way, the present study adds to research on teachers’ communication.
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Copyright (c) 2015 Cecilia Brassier-Rodrigues
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