This analysis considers the deep purposes of communication, communication and relationship, relationship and nonverbal communication, projective and introjective perception, emotions and learning, the theory of dramaturgy applied to teaching, and some implications for the foreign language teacher. Communication is a special combination of intrapersonal and interpersonal interaction. Communication is described in four ways: as an interaction; a commentary; a transaction called learning; and, at the meaning level, an arousal, not a sending. A managerial grid is presented that illustrates the significance and role of relationship in communication. Unspoken communication is expressed by the whole body and the information expressed concerns the feelings about the self, the task at hand, and the other persons involved. A well-structured course and reasonable goals are important, but the art of teaching involves sensing the way to capitalize upon the unpredictable behavior of both the class and the self as interaction takes place. Foreign language teaching is one of the great disciplines in the humanities and general education, if put in its communicative setting. Effective teaching communicates to the student the great value of a discipline. The communicative power of teachers depends largely upon the capacity to open up to students and show how their aspirations were, at least in part, attained in their teaching. Successful teaching is related to becoming a whole person to the student, knowing the behavior of the student, and his aspirations. (SW)