THE IMPACT OF TEACHER IMMEDIACY ON THE TEACHING AND LEARNING OF CHINESE AS A SECOND LANGUAGE

Abstract

This study was conducted to explore the impact of teacher immediacy/non-immediacy as realised via multimodal resources on Chinese as a Second Language (CSL) classroom teaching and learning in Malaysia. Lessons of four CSL teachers were observed. Interview data were also gathered from both teachers and students to elicit information about teaching practices related to teacher immediacy. The data were analysed using a multimodal discourse analysis (MDA) approach and the theory of immediacy. Research findings show that teacher immediacy realised through teacher talk and teacher’s body language is effective in creating a harmonious learning environment that leads to successful learning. In contrast, it was also found that some non-immediacy teacher behaviours had a negative effect on the learning process. The study concludes that teacher immediacy as presented through various modes by CSL teachers is important to enhance teaching and learning in CSL classes while non-immediacy teacher behaviours disrupt the teaching and learning process.