Song Lili, Luo Runfeng, Zhan Qiqi
Institute of Education, Xiamen University, Xiamen, China.
Office of Development Planning and Quality Assurance, Xiamen City University, Xiamen, China.
Front Psychol. 2022 May 6;13:874522. doi: 10.3389/fpsyg.2022.874522. eCollection 2022.
Following the advent of positive psychology (PP), positive communication behaviors have been studied as significant predictors of language learners' willingness to communicate in second language (L2WTC). Yet, the role of two important communication behaviors, namely teacher caring and teacher-student rapport, in predicting EFL learners' L2WTC has remained elusive. To address this gap, this investigation assessed the impact of teacher caring and teacher-student rapport on Chinese EFL learners' L2WTC. To do so, 4392 Chinese EFL learners were invited to answer three reliable questionnaires. Performing Spearman correlation analysis, favorable relationships were found among the variables. Multiple regression analysis was also conducted to inspect the potential of teacher caring and teacher-student rapport in predicting Chinese EFL learners' L2WTC. The outcomes of multiple regression analysis indicated that Chinese EFL learners' L2WTC can be substantially predicted by teacher caring behaviors and teacher-student rapport. The implications and limitations of the findings are also discussed.
随着积极心理学（PP）的出现，积极的沟通行为已被视为语言学习者第二语言沟通意愿（L2WTC）的重要预测指标。然而，两种重要的沟通行为，即教师关怀和师生融洽关系，在预测英语外语学习者的第二语言沟通意愿方面所起的作用仍不明确。为了填补这一空白，本研究评估了教师关怀和师生融洽关系对中国英语外语学习者第二语言沟通意愿的影响。为此，邀请了4392名中国英语外语学习者回答三份可靠的问卷。通过进行斯皮尔曼相关性分析，发现各变量之间存在良好的关系。还进行了多元回归分析，以检验教师关怀和师生融洽关系在预测中国英语外语学习者第二语言沟通意愿方面的潜力。多元回归分析的结果表明，教师关怀行为和师生融洽关系能够在很大程度上预测中国英语外语学习者的第二语言沟通意愿。研究结果的影响和局限性也进行了讨论。
