Nonverbal Immediacy Behaviors Instrument

2020 ◽  
pp. 238-241
Author(s):  
Rebecca B. Rubin ◽  
Philip Palmgreen ◽  
Howard E. Sypher
Keyword(s):  
Nonverbal Immediacy ◽  
Immediacy Behaviors

First impression sexual scripts of romantic encounters: Effect of gender on verbal and non verbal immediacy behaviors in American media dating culture

2021 ◽  
pp. 026540752110330
Author(s):  
Oleksandra Romaniuk ◽  
Larissa Terán
Keyword(s):  
Gender Stereotypes ◽  
Reality Television ◽  
Head Tilt ◽  
Sexual Scripts ◽  
Nonverbal Immediacy ◽  
Verbal Immediacy ◽  
Immediacy Behaviors ◽  
Traditional Gender Roles ◽  
First Impression ◽  
American Media

The current study investigates sexual scripts in reality dating shows—in particular, how the gender of the communicator affects the choice of verbal and nonverbal immediacy behaviors aimed at making a first impression. Data were drawn from 331 couples of opposite-sex heterosexual strangers interacting for approximately 30 seconds on two reality dating shows: The Bachelor and The Bachelorette (2012–2019). As a result, a codebook of verbal immediacy cues ( N = 1623) and nonverbal immediacy cues ( N = 3021) was derived. The findings showed that verbal behavior encompassed 11 categories of verbal immediacy cues, while nonverbal behavior included 32 categories of nonverbal immediacy cues. Results also showed gender-related preferences for verbal immediacy behavior; for instance, men were more likely to outline the probability of relationship development and pay compliments; conversely, women were prone to intriguing men to arouse curiosity and interest. As for nonverbal immediacy behavior, men were predisposed to use clothes straightening, while women tended to communicate immediacy through head tilt, shoulder shrug, gaze down, gaze side(s), eyebrow flashes, hand-in-hand, hug, pat, holding hands in front of their bodies, and hair grooming. Nonetheless, the similarities between men and women were found to be greater than the differences. These findings could have wide-reaching implications for theorizing on social and cultural norms, gender stereotypes, and traditional gender roles in intimate relationships in the form of sexual scripts, along with contributing to the study of reality television.

scholarly journals STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS

2015 ◽  
Vol 21 (2) ◽  
pp. 118
Author(s):  
Nihta V F Liando
Keyword(s):  
Foreign Language ◽  
Academic Motivation ◽  
Teacher Characteristics ◽  
English Department ◽  
Nonverbal Immediacy ◽  
Immediacy Behaviors ◽  
Academic Attitudes ◽  
Teachers Perspectives ◽  
Language Context ◽  
University Setting

This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.

scholarly journals Examining the Correlation between University Students’ Perceived Teacher Immediacy and their Motivation

2021 ◽  
Vol 58 (1) ◽  
pp. 5809-5820
Author(s):  
Dr. Tariq Hussain, Dr. Asmaa Azeem, Nisar Abid
Keyword(s):  
University Students ◽  
Sampling Method ◽  
Nonverbal Immediacy ◽  
Teacher Immediacy ◽  
Verbal Immediacy ◽  
Immediacy Behaviors ◽  
Multi Stage ◽  
Motivation Level ◽  
Gender Based ◽  
The Relationship

This descriptive correlational study was intended to explore the relationship between university students’ perceived teacher immediacy and their motivation. 800 students were selected from eight different universities of district Lahore through a multi-stage stratified random sampling method. Out of the selected, 726 participants responded on adapted Verbal Immediacy Behaviors (VIB), Revised Nonverbal Immediacy Measures (RNIM), and Students Motivation Scale (SMS). Independent sample t-tests’ results exhibited no significant gender-based or sector-wise difference in perceived teacher immediacy and motivation level of students. However, the correlational evidence showed a strong correlation between verbal, nonverbal, overall teacher immediacy, and student motivation. Results suggest that teacher immediacy functions as a means of enhancing the motivation of a student, based on this fact, the researchers suggest that content to promote teacher immediacy should be added in teacher education curricula.  

scholarly journals Students’ affective learning factors in learning English on teachers’ nonverbal immediacy

2018 ◽  
Vol 1 (3) ◽  
pp. 1-10
Author(s):  
Fauzan Hari Sudding Sally
Keyword(s):  
Positive Attitude ◽  
Affective Learning ◽  
Nonverbal Immediacy ◽  
Immediacy Behaviors ◽  
High Motivation ◽  
Learning Factors ◽  
Learning English

This study aims at finding out how the students perceive teachers’ nonverbal immediacy that affects their attitude in learning English. Also, this study investigates how the students perceive teachers’ nonverbal immediacy that affects their motivation in learning English. The researcher used observation and questionnaires to collect the data. The results of this study showed that fifteen out of sixteen teachers’ nonverbal immediacy behaviors were perceived positively in affecting the students’ positive attitude in learning English. Similarly, this study also showed that fifteen students perceived the teachers’ nonverbal immediacy behavior affected their motivation in learning English. The researcher concluded that the students would have a positive attitude and high motivation in learning English if a teacher employs nonverbal immediacy behaviors suitably in her teaching or interaction with the students

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