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Student perceptions: Immediacy and a...

South Dakota State University.

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Student perceptions: Immediacy and affective learning in a foreign language classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student perceptions: Immediacy and affective learning in a foreign language classroom./
作者:	Sydow, Brooke Charity.
面頁冊數:	100 p.
附註:	Adviser: Elizabeth Tolman.
Contained By:	Masters Abstracts International47-01.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1458055
ISBN:	9780549736325

Student perceptions: Immediacy and affective learning in a foreign language classroom.
Sydow, Brooke Charity.

Student perceptions: Immediacy and affective learning in a foreign language classroom. - 100 p.

Adviser: Elizabeth Tolman.

Thesis (M.S.)--South Dakota State University, 2008.

The purpose of this study was to research immediacy and affective learning in a foreign language classroom. This study examined perceptions of mid-sized mid-western university Spanish 101 students (n = 105). The researcher used SAS statistical software to analyze survey research, and conducted a thematic analysis of open-ended questions. The questionnaire included the Nonverbal Immediacy Scale Observer report, NIS-O (Richmond, McCroskey, & Johnson, 2003) and the Instructional Affect Assessment Instrument, IAAI (McCroskey, 1994) as a combined survey. The researcher found a positive relationship between immediacy and affective learning in the foreign language classroom. Teacher verbal behaviors and learning environment emerged as themes that enhance student learning in a foreign language classroom.

ISBN: 9780549736325Subjects--Topical Terms:

1018115
Education, Language and Literature.

Student perceptions: Immediacy and affective learning in a foreign language classroom.
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520 $a The purpose of this study was to research immediacy and affective learning in a foreign language classroom. This study examined perceptions of mid-sized mid-western university Spanish 101 students (n = 105). The researcher used SAS statistical software to analyze survey research, and conducted a thematic analysis of open-ended questions. The questionnaire included the Nonverbal Immediacy Scale Observer report, NIS-O (Richmond, McCroskey, & Johnson, 2003) and the Instructional Affect Assessment Instrument, IAAI (McCroskey, 1994) as a combined survey. The researcher found a positive relationship between immediacy and affective learning in the foreign language classroom. Teacher verbal behaviors and learning environment emerged as themes that enhance student learning in a foreign language classroom.
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