Cai Manyuan
School of Foreign Languages, Xinyang Normal University, Xinyang, China.
Front Psychol. 2021 Sep 30;12:769424. doi: 10.3389/fpsyg.2021.769424. eCollection 2021.
The teacher-learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students' willingness to communicate (WTC) through teachers' immediacy and teacher-student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor-Student Rapport Scale. Pearson product-moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher-student rapport and learners' willingness to communicate. The findings also demonstrated that teachers' immediacy and teacher-student rapport were positive predictors of learners' willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.
师生关系并非仅仅是关系双方简单的行为与反应，而是在影响该关系的诸多因素背景下形成的一种完整交流。为了解影响这一关系的因素，本研究通过教师的即时性和师生融洽关系，调查了中国非英语专业学生的交际意愿（WTC）的可预测性。为开展此项研究，邀请了来自中国河南省信阳师范学院的858名非英语专业学生参与。为收集所需数据，研究人员采用了交际意愿问卷、言语和非言语即时性问卷以及师生融洽关系量表。使用皮尔逊积差相关系数和结构方程模型（SEM）对数据进行分析。结果显示，教师即时性和师生融洽关系与学习者的交际意愿之间存在强烈的正相关关系。研究结果还表明，教师即时性和师生融洽关系是学习者交际意愿的积极预测因素。本文认为，教师需要加强与学生的人际关系，以使学生愿意在课堂上进行交流。
