Verbal and Nonverbal Teacher Immediacy and Foreign Language Anxiety in an Efl University Course

• Autores: Elisabet Pladevall Ballester
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 9-24
• Idioma: español
• DOI: 10.30827/digibug.53759
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2    3 (pdf) 
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    La manera como los profesores se comunican con sus alumnos es un elemento crucial para incentivar el aprendizaje afectivo y cognitivo en una clase de lengua extranjera. Este estudio analiza las percepciones de tres grupos de estudiantes universitarios sobre la proximidad verbal y no-verbal de sus profesores y como estas percepciones se relacionan con un posible descenso de la ansiedad en el aprendizaje de lenguas extranjeras. Se encontraron diferencias significativas entre los grupos por lo que respecta a proximidad y ansiedad pero no se encontraron correlaciones directas. No obstante, un análisis cualitativo de las percepciones de los alumnos indicó que la proximidad del profesor es un factor determinante para motivar a los alumnos, relajar la presión y favorecer su disposición a aprender y participar en clase.

  • English

    How teachers communicate to students is one of the crucial elements that enhance affective and cognitive learning in a foreign language learning class. This study explores the perceptions of three groups of university students on verbal and nonverbal teacher immediacy and how this might be related to a decrease in foreign language anxiety. Significant differences between the groups were found in terms of immediacy and anxiety but no direct correlations were established. However, a qualitative analysis of the students¿ perceptions indicated that teacher immediacy is indeed a key factor to motivate students, ease their pressure and favour their willingness to learn and participate in class.

• Referencias bibliográficas
  • Andersen, J. F. (1979). “Teacher immediacy as a predictor of teaching effectiveness”, in D. Nimmo (ed.), Communication yearbook 3. New Brunswick,...
  • Chesebro, J. and McCroskey, J. C. (1998). “The relationship of teacher clarity and teacher immediacy with students’ experiences of state receiver...
  • Christophel, D. M. (1990). “The relationships among teacher immediacy behaviours, student motivation, and learning”, in Communication Education,...
  • Dewaele, J-M. (2007). “Predicting language learners’ grades in the L1, L2, L3 and L4: The effect of some psychological and sociocognitive...
  • Edwards, A., & Edwards, C. (2001). “The impact of instructor verbal and nonverbal immediacy on student perceptions of attractiveness and...
  • Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
  • Gardner, R. and MacIntyre, P. D. (1993). “On the measurement of affective variables in second language learning”, in Language Learning, 43:...
  • Gorham, J. (1988). “The relationship between verbal teacher immediacy behaviors and student learning”, in Communication Education, 37: 40-53.
  • Gregersen, T. (2003). “To err is human: A reminder to teachers of language-anxious students”, in Foreign Language Annals, 36: 25-32.
  • Gregersen, T. (2005). “Nonverbal cues: Clues to the detection of foreign language anxiety”, in Foreign Language Annals, 38: 388-400.
  • Gregersen, T. (2006). “A cross-cultural comparison of nonverbal teacher immediacy and foreign language anxiety in Chilean and Russian English...
  • Horwitz, E. K. (2001). “Language anxiety and Achievement”, in Annual Review of Applied Linguistics, 21: 112-126.
  • Horwitz, E. K., Horwitz, M. B., and Cope, J. (1986). “Foreign language classroom anxiety”, in Modern Language Journal, 70, 2: 125-132.
  • Hsu, L. (2010). “The Impact of Perceived Teachers’ Nonverbal Immediacy on Students’ Motivation for Learning English”, in Asian EFL Journal,...
  • Kelley, D. H., and Gorham, J. (1988). “Effects of immediacy on recall of information”, in Communication Education, 37: 198-207.
  • MacIntyre, P. D. and Gardner, R. C. (1991). “Methods and results in the study of anxiety in language learning: A review of the literature”,...
  • MacIntyre, P. D. and Gregersen, T. (2012a). “Emotions that facilitate language learning: the positive broadening power of imagination”, in...
  • MacIntyre, P. D. and Gregersen, T. (2012b). “Affect: The role of language anxiety and other emotions in language learning”, in S. Mercer,...
  • McCroskey, J. C, and Richmond, V. P. (1992). “Increasing teacher influence through immediacy”, in V. P. Richmond & J. C. McCroskey (eds.),...
  • McCroskey, J. C., Richmond, V. P. and McCroskey, L. L. (2005). An Introduction to Communication in the Classroom: The Role of Communication...
  • Mehrabian, A. (1969). “Some referents and measures of nonverbal behavior”, in Behavioural Research Methods and Instrumentation, 1: 213-217.
  • Messman, S. J., and Jones-Corley, J. (2001). “Effects of communication environment, immediacy, and communication apprehension on cognitive...
  • Myers, S. A. and Bryant, L. E. (2002). “Perceived understanding, interaction involvement, and college student outcomes”, in Communication...
  • Plax, T. G., Kearney, P., McCroskey, J. C., and Richmond, V. P. (1986). “Power in the classroom VI: Verbal control strategies, nonverbal immediacy,...
  • Pogue, L. L. and AhYun, K. (2006). “The Effect of Teacher Nonverbal Immediacy and Credibility on Student Motivation and Affective Learning”,...
  • Richmond, V. P. (1990). “Communication in the classroom: Power and motivation”, in Communication Education, 39 : 181-195.
  • Richmond, V. P. (2002). “Teaching nonverbal immediacy”, in J. L. Chesebro (ed.), Communication for teachers. Boston, MA: Allyn and Bacon,...
  • Richmond, V. P. and McCroskey, J. C. (1998). Communication apprehension, avoidance and effectiveness. Boston, MA: Allyn and Bacon.
  • Richmond, V. P. and McCroskey, J. C. (2000).Nonverbal behavior in interpersonal relationships. Boston, MA: Allyn and Bacon.
  • Richmond, V. P., Gorham, J. S., and McCroskey, J. C. (1987). “The relationship between selected immediacy behaviors and cognitive learning”,...
  • Richmond, V. P. , McCroskey, I. C., Kearney, P. and Plax, T. G. (1987). “Power in the classroom VII: Linking behavior alteration techniques...
  • Rodriguez, J. I., Plax, T. G., and Kearney, P. (1996). “Clarifying the relationship between teacher nonverbal immediacy and student cognitive...
  • Saito, Y., Garza, T. J. and Horwitz, E. K. (1999). “Foreign language reading anxiety”, in The Modern Language Journal, 83: 202-218.
  • Sellers, V. D. (2000). “Anxiety and reading comprehension in Spanish as a foreign language”, in Foreign Language Annals, 33: 512-520.
  • Witt, P. L., and Wheeless, L. R. (2001). “An experimental study of teachers’ verbal and nonverbal immediacy and students’ affective and cognitive...
  • Witt, P. L., Wheeless, L. R., and Allen, M. (2004). “A meta-analytical review of the relationship between teacher immediacy and student learning”,...