The Relationship between Nonverbal/Verbal Immediacy, Learning, and Caring by the Teacher in the L2 Spanish Classroom.

Teacher in the L2 Spanish Classroom By Carl L. Garrott Virginia State University 1 August 2005 Abstract: The purpose of this investigation was to determine the role of immediate behaviors on L2 Spanish students when presented with videos exhibiting verbal and nonverbal immediacy in permutations. Six sets of subjects (N = 320) viewed the videos and responded on a seven-step scale of perceived caring and a oneitem instrument on learning. The results derived from the six hypotheses suggest that there is no significant difference between subject’s perceived caring by an instructor using high and low immediacies; there is a significant difference in learning by L2 Spanish students after viewing the videos of high and low immediate verbal behaviors of a Spanish teacher: the low verbal condition effected more learning. The investigation finds that high nonverbal immediacy effects more learning and more perceived caring. The study finds that high nonverbal immediacy overrides high verbal immediacy for subjects. Mutual convergence, harmony and learning may be facilitated by a positive set of sociocommunicative behaviors with clear nonverbal cues. Actions may speak louder than words.