A Study On Instructional Communication Effects Of Teacher’s Nonverbal Immediacy

Instructional Communication is a typical form of communication activities, mainly using verbal immediacy and nonverbal immediacy to deliver education information, reaching a certain communication effect. Instructional Communication research abroad has three separate branches, and teachers’nonverbal immediacy as one of them already has become mature. Compared with foreign research, the current domestic research results less and slightly shallow. Existing a few research still stays in the stage of perceptual experience, the researchers focused on a new line of teachers and education experts, and the object of study for teachers nonverbal symbol transmission characteristics and transmission function. Communication scholars almost no effect study on the spread of education depth theoretical analysis and empirical research.In this paper, teachers’nonverbal immediacy is the object of this research. Communication, education, psychology, and statistics are comprehensive used to do a research. Firstly, the article will classify the teachers’nonverbal symbols and their performance, describing the characteristics and functions of the teachers’nonverbal immediacy. Secondly, to reach the communication effects of teachers’nonverbal immediacy,600Dalian college students are selected through stratified sample survey. We get the survey data from factor analysis and multiple regression analysis by using a statistical software. And the results from the investigation suggest that the level of teachers’nonverbal immediacy is middle. In addition, there are a strong and consistent relationship between teachers’nonverbal immediacy and students’cognitive learning, affective learning and behavioral learning. Although there is a negative relationship between teachers’flair and time feeling nonverbal immediacy and cognitive learning, the relation between another teachers’nonverbal immediacy and effects of instructional communication is positive. Finally, it comes up with corresponding development proposals as well as some problems, aiming at providing references for enhancing communication effects of teachers’nonverbal immediacy.