老師口語即時行為與學生英語情意學習的關係

The Relationship between Teachers’ Verbal Immediacy Behaviors and Students’ Affective Learning for English

本研究旨在探討老師的口語即時行為與學生對英語課程情意學習的關係。 303名中台灣科技大學的學生參與本研究。受試者回答測驗工具的題目以了解老師口語即時行為呈現的頻率及其對學生英語課程情意學習之影響。皮爾森相關係數結果顯示，老師的口語即時行為與學生情意學習的關係呈現顯著正相關。迴歸分析顯示在十七項口語即時行為裏，有五項即時行為對學生在英語課堂上的情意學習其解釋力達到顯著水準，分別是： 提問問題使學生陳述意見、增添幽默、對學生的作業給予回應、討論與課程無關的話題及問學生對作業的看法。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’ verbal immediacy behaviors in relation tostudents’ affect toward English learning. A sample of 303 participants was drawnfrom a technology institution in central Taiwan. The participants were asked torespond to instruments designed to measure the frequency of teachers’ verbalimmediacy behaviors influencing students’ affective learning for English. Theresults of the Pearson correlation indicated that teachers’ verbal immediacybehaviors were correlated positively and significantly with students’ affectivelearning. Multiple regression analyses suggested that five out of seventeen verbalteacher immediacy behaviors— ask questions that solicit viewpoint, use humor,provide feedback on students’ work, discuss about things unrelated to class, and askhow students feel about assignment—were significant predictors to students’affective learning for English. Limitations, implications, and suggestions for futureresearch are addressed.