LAUSR

ABSTRACT Theoretically, this study is framed within the rhetorical tradition of communication theory which theorizes communication as the practical art of discourse and problems of communication as social exigencies requiring collective deliberation and judgement. Methodologically, this study is influenced by hermeneutic empiricism as a qualitative/interpretivist framework which helped in making sense of human participant data guided by the rhetorical criticism as a lens. The rhetorical nature of classroom teaching as an intercultural communication phenomenon can create social exigencies in communication when the culture of students is in conflict with the culture of teachers when it comes to teaching, and when intercultural problems emerge in the classroom. To resolve these social exigencies, teachers participate in discourse by performing rhetorical practices in the classroom. This discourse paves the way for feedback to emerge as a communication dynamic and helps in the accomplishment of learning. A theoretical implication of the findings of this study underscores the potential for building existing knowledge about the rhetorical influence of imperatives and appeals as feedback dynamics in the intercultural classroom, as well as the role of intercultural teaching in dealing with intercultural problems that emerge in class.