Similarities and Differences between Traditional and Nontraditional Students in Regard to Demand for Teacher Immediacy

傳統學生與非傳統學生對於老師即時行為要求之異同點

10.7084/LIS.201112.0131

徐琍沂(Lisa Hsu)

傳統學生 ； 非傳統學生 ； 老師即時行為 ； 成人教育 ； traditional students ； nontraditional students ； teacher immediacy ； adult education

語文與國際研究

8期（2011 / 12 / 01）

129 - 150

英文

本研究旨在檢視是否傳統學生對老師即時行為反應在課堂上的溝通意願與非傳統學生有所不同。結果顯示傳統學生與非傳統學生對於老師即時的口語和非口語行為有不同的要求。傳統學生的溝通意願與老師即時的口語和非口語行為呈現正相關，非傳統學生的溝通意願卻只有與老師即時的口語行為有顯著關係與老師的即時非口語行為則無顯著關係。迴歸分析顯示三項口語行為：“對學生的作業給予回應、使用個人的經驗當例子、讚美學生的表現”和一項非口語行為：“坐在桌子或椅子上”，對傳統學生的溝通意願其解釋力達到顯著水準。然而對非傳統學生而言，只發現三項老師即時的口語行為與學生的溝通意願解釋力達到顯著水準：“對學生的作業給予回應、會用學生的名字稱呼他們、和叫學生回答問題即使學生沒有主動表示願意回答”，其中只有一項老師即時的口語行為是兩類學生共同需求的，那就是對他們的作業給予回應。文末針對本研究結果的教學實務意涵及未來研究方向提出建議。

This study examined whether traditional students' willingness to communicate (WTC) in class differs from that of nontraditional students in response to teachers' immediacy. Results indicated that traditional students and nontraditional students responded differently to teachers' verbal and nonverbal immediacy behaviors. Traditional students' WTC was significantly positively correlated with teachers' verbal and nonverbal immediacy behaviors. Nontraditional students' WTC was only significantly positively associated with teachers' verbal immediacy behaviors, but not with nonverbal immediacy behaviors. Multiple regression analyses reveal that three verbal behaviors, ”provides feedback on my individual work,” ”uses personal examples or talks about experiences, and praises students' work, actions or comments,” and one nonverbal behavior, ”sits on a desk or in a chair while teaching,” are effective predictors of WTC for traditional students, whereas only three verbal behaviors, ”provides feedback on my individual work,” ”addresses me by name,” and ”calls on students to answer question even if they are not ready,” are effective predictors of WTC for nontraditional students. Among all these behaviors, only one verbal behavior was found to be applicable to both students' groups, that is, ”provides feedback on my individual work.” Lastly, implications and suggestions for future research are addressed.

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