Affective communication behavior is central to the teaching-learning process. A review of literature reveals that the affective domain has been viewed primarily as a teacher property rather than as an interactive variable in the process of student learning. However, there is a need for research that explores how affective behavior is negotiated within the classroom environment and serves in promoting cognitive achievement. Desirable research methods include detailed longitudinal observations, interviews, and stimulated recall. Ultimately, a model of teaching behavior that allows teachers to influence consciously learning outcomes must be developed. (DF)