Student perceptions of teachers' use of language: The effects of powerful and powerless language on impression formation and uncertainty

Abstract

This study examined the effects of teachers' language on initial impressions and uncertainty reduction in the university classroom. Language was operationalized using powerful and powerless language forms. Teachers using powerful language were rated significantly higher by students on the dimensions of dynamism, status, and credibility in impression formation than were teachers using powerless language. Significant differences were also found for student perceptions of uncertainty. Students reported significantly higher levels of uncertainty when teachers used powerless language than when teachers used powerful language. The findings suggest that, based on the language teachers use, students form initial impressions which may contribute to subsequent classroom interaction.