The Impact of Teacher Immediacy on Students' Affective Learning in English Classes

老師即時行為對學生在英語課堂上情意學習的影響

徐琍沂(Lisa Hsu)

《國立臺中技術學院通識教育學報》 2期 (2008/12) Pp. 141-155

https://doi.org/10.7051/JGE.200812.0141

摘要

鑒於“情意學習”和“有效教學”在英語教育上的影響，本研究旨在探討老師的即時行爲與學生對英語課程情意學習的關係。數據顯示老師的口語和非口語即時行爲與學生情意學習的關係呈現顯著正相關。老師的非口語即時行爲比老師的口語即時行爲對學生英語的情意學習之影響略高一些。此外，老師同時運用口語和非口語即時行爲，對學生情意學習的影響比單獨使用口語或非口語來得有效。迴歸分析顯示有五項口語即時行爲和四項非口語即時行爲對學生在英語課堂上的情意學習的解釋力達到顯著水準。研究的發現說明老師在課堂中的微笑、手勢、幽默、與學生互動、表達欣賞和輕鬆的姿勢與坐姿對學生在英語課堂上的情意學習有所助益。最後，針對本研究結果的限制、教學的實物意涵、及未來研究方向提出建議。

關鍵字

老師即時行為 ； 情意學習 ； 有效教學

並列摘要

In light of ”affective learning” and ”teaching effectiveness” in English education, this study focused on the relationships between perceived teacher use of immediacy and students' affect for learning English. The data suggest that perceived teacher use of verbal and nonverbal immediacy influences students' affective learning significantly and positively. Perceived teacher use of nonverbal immediacy impacts slightly higher on students' affect for learning English than verbal immediacy. In addition, teacher use of both verbal and nonverbal immediacy impact more on students' affect than utilizing verbal or nonverbal immediacy alone. Multiple regression analyses reveal that five verbal behaviors and four nonverbal behaviors are effective predictors of students' affective learning in English classes. Findings of this study imply that students' affect for learning English can be enhanced by teacher's smiles, gestures, humors, interaction with students, expression of appreciation, relaxed body position and sitting position. Lastly, limitations, implications, and suggestions for future research are addressed.

並列關鍵字

teacher immediacy ； affective learning ； teaching effectiveness

參考文獻

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