English, of failing in it. This has something to do with teacher behavior: direct and indirect. Teacher behavior, such as giving infbrmation, correcting errors with rejection, giving directions and criticizing student behavior or responses, are called 'direct behaviors' by N. Flanders. They rarely deal with feeling, praise or encourage, joke,use ideas of students, repeat student response verbatim, and personalize foreign language instructien. These are called 'indirect behaviors.' G, Moskowitz

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... 1976) made an extensive Tesearch on behavioral differences between outstanding and typical FL teachers, and reported: Outstanding foreign language teachers and their students used the foreign language more than typical foTeign ianguage teachers and their students for almost every category of behavior. They also tended to use nonverbal behavior more than typical teachers. Outstanding teachers used a number of indirect behaviors, such as praising, joking, and personalizing questions, significantly more and direct behaviors, such as directing drills and criticizing student behaviors, significantly less than typical teachers. (1; 135) This research indicates that outstanding teacheTs are indirect and typical teachers are direct. Besides, the students of outstanding FL teachers tend te be indirect; on the contrary, the students of typical teachers tend to be