| Abstract: | 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裹，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 to students' affect toward English learning. A sample of 303 participants was drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers' verbal immediacy behaviors influencing students' affective learning for English. The results of the Pearson correlation indicated that teachers' verbal immediacy behaviors were correlated positively and significantly with students' affective learning. Multiple regression analyses suggested that five out of seventeen verbal teacher immediacy behaviors-ask questions that solicit viewpoint, use humor, provide feedback on students' work, discuss about things unrelated to class, and ask how students feel about assignment-were significant predictors to students' affective learning for English. Limitations, implications, and suggestions for future research are addressed. |
