本研究旨在探討教師即時行為(teacher immediacy)和學生溝通意願(willingness to communicate)之相關。基於教師即時行為可能與學生溝通意願呈正相關之假設，本研究包含了量化與質性研究，來探討兩者在大學英語教室所反映之相關性。在量化方面，研究者檢驗學生對教師即時行為之感受，和自己認知的溝通意願間之相關；此外，透過教室觀察所呈現之教師實際的即時行為，也和學生自我認知的溝通意願做相關比較。在質性方面，研究者透過教室觀察和訪談，分析三位教師之即時行為模式，以期發現即時行為如何被實際應用在語言學習環境，進而影響學生之溝通意願。本研究主要的資料收集和分析來源包括：學生對教師即時行為之感受，和自己認知的溝通意願之問卷調查、教室觀察錄影、觀察紀錄、教師訪談，及教室觀察對照表。
量化的研究結果發現，學生對教師即時行為的感受，的確和學生自我認知之溝通意願相關。此外，透過教室觀察所得到教師實際的即時行為，也和學生自我認知溝通意願相關。其中教師口語的即時行為，和學生自我認知溝通意願之相關性，較非口語的即時行為高。另外，教師即時行為對中級和初級語言能力的學習者之相關也較高。除了整體的相關性，本研究也指出某些特別和學生溝通意願相關之口語、和非口語即時性行為。此外，雖然即時行為量的多寡的確會影響學生的溝通意願，質性的研究結果顯示，教師如何呈現這些即時行為，可能也同等重要。因此，教師必須配合不同學生的屬性與需求，適時調整即時性行為，以增進學生之英語溝通意願。
本研究結果發現，可提供英語教學的建議如下。第一，教師可善用即時行為，藉以提升學習者使用英語溝通之意願，特別是對於中級、或初級語言程度的學生。第二，教師應視學習者不同之屬性及需求，適當調整即時行為。最後，研究建議教師可將即時行為實際應用至英語教學中，並可自我監控課堂的即時行為，及這些行為可能對學生溝通意願之影響。

This study aimed to investigate the relationship between teacher immediacy (TI) and students’ willingness to communicate (WTC). With the hypothesis that teacher immediacy may be associated positively with students’ willingness to communicate, the researcher employed both quantitative and qualitative methods to examine the correlation between TI and WTC in college language classrooms. Quantitatively, the correlation between students’ perceived TI and WTC was examined. In addition, the association between the actual TI behaviors observed in the classrooms and students’ perceived WTC was also probed. Qualitatively, each of the three teachers’ immediacy patterns was closely analyzed to capture how TI was actually employed in language learning contexts to arouse students’ WTC. The primary sources of data collection and analysis included two questionnaires regarding students’ perceived TI and WTC, video-recording of classroom observations, field-notes, post-observation interviews with the teachers, and checklists of classroom observation.
The quantitative findings indicated that students’ perceived TI was indeed correlated with their perceived WTC. Moreover, the actual TI behaviors observed in the classrooms were also associated positively with students’ perceived WTC. Both verbal and nonverbal teacher immediacy were found to be significant, although verbal TI appeared to be more closely correlated with students’ perceived WTC. Meanwhile, the correlation was more significant for intermediate and basic learners than for the advanced learners. Aside from the overall correlations, specific immediacy behaviors considered to be most correlated with students’ WTC were also pointed out. Despite the fact that the quantity of TI may be crucial to WTC, the qualitative results signaled the importance of the ways in which TI is conveyed, and the need that language teachers adjust their immediacy behaviors to accommodate the students’ individuality and proficiency.

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