Explorations in Teachers' Nonverbal Immediacy Behaviors and Students' Willingness to Talk in English
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Date
2007-07-??
Authors
徐琍沂
林建信
何子佳
Tim Watson
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本研究旨在探討教師非口語即時行為與學生在英語課堂上用英語表達意願的關係。235名中台灣科技大學的學生參與本研究。相關分析結果顯示教師非口語即時行為與學生課堂參與的頻率呈現顯著正相關。迴歸分析顯示四項教師非口語即時行為，例如：碰觸、輕鬆的姿勢、目視黑板或講義，和手勢的應用，對學生英語表達意願的解釋力達到顯著水準。文末針對研究結果的限制、教學實務意涵、及未來研究方向提出建議。
This study investigated teachers' nonverbal immediacy behaviors in relation to students' willingness to speak English in class. A sample of 235 students was drawn from two large technology institutions in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers' nonverbal immediacy behaviors influencing students' willingness to peak English in class. The results of the Pearson correlation indicated that teachers’ nonverbal immediacy behaviors were correlated positively and significantly with students' willingness to talk. Multiple regression analyses revealed that four nonverbal teacher immediacy behaviors-touching, relaxed body position, looking at the boa-rd or notes, and gestures-were significant predictors of students' willingness to talk. Limitations, implications, and suggestions for future research are addressed.
This study investigated teachers' nonverbal immediacy behaviors in relation to students' willingness to speak English in class. A sample of 235 students was drawn from two large technology institutions in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers' nonverbal immediacy behaviors influencing students' willingness to peak English in class. The results of the Pearson correlation indicated that teachers’ nonverbal immediacy behaviors were correlated positively and significantly with students' willingness to talk. Multiple regression analyses revealed that four nonverbal teacher immediacy behaviors-touching, relaxed body position, looking at the boa-rd or notes, and gestures-were significant predictors of students' willingness to talk. Limitations, implications, and suggestions for future research are addressed.