老師非口語即時行為與老師對學生需要的支持對英語學習者表現不願溝通行為時的個別及聯合效應

The Individual and Joint Effects of Teacher Nonverbal Immediacy and Need Support on EFL Learners' Unwillingness to Communicate

本研究旨在檢視教師非口語即時行為和教師對學生需要的支持對台灣的大學英語為外語學習者表現不願溝通行為時的個別及聯合效應。共有258位(男106位，女152位)修讀通識英語的大一學生有效地填完教師非口語即時行為量表、教師對學生需要的支持量表、及不願溝通行為量表。就個別效應而言，研究結果指出：教師對學生自主感、勝任感、及關係感需要的支持均會個別影響不願溝通行為，但教師非口語即時行為卻不會。就聯合效應而言，研究結果顯示：教師非口語即時行為、自主感支持、勝任感支持、和關係感支持可聯合解釋英語學習者的不願溝通行為的16%變異量。勝任感支持是唯一能顯著預測不願溝通行為的變項，而教師非口語即時行為、自主感支持、和關係感支持則無法直接地預測不願溝通行為；此三變項均分別透過勝任感支持的中介作用而間接地影響不願溝通行為。根據結果本研究提出英語教師在從事教學時的建議，期能幫忙學生有效處理不願溝通行為。

 

The present study aimed at exploring the individual and joint effects of teacher nonverbal immediacy (TNI), autonomy support (AUS), competence support (COS), and relatedness support (RES) on learners’ unwillingness to communicate (UTC) in the Taiwanese English as a foreign language (EFL) context. To this end, 258 EFL university freshmen (106 males, 152 females) satisfactorily completed a questionnaire consisting of Teacher Immediacy Scale, Need Support Questionnaire, and Unwillingness to Communicate Scale. As for individual effects, the results revealed that AUS, COS, and RES did have a significant effect on decreasing EFL learners’ UTC, but TNI did not. Regarding joint effects, the results indicated that a combination of TNI, AUS, COS, and RES significantly explained 16% of the variation in EFL learners’ UTC; COS was found to be the only predictor of EFL learners’ UTC. However, TNI, AUS, and RES failed to predict EFL learners’ UTC directly; they had indirect effects on decreasing EFL learners’ UTC through the mediation of COS, respectively. In the light of the present results, implications for instruction are addressed with the intention of helping EFL learners effectively cope with their UTC behaviors.