The Influence of lecturers’ verbal and non-verbal immediacy behaviour on perceived affective and cognitive learning in a multicultural context.
The intention of the present study was to determine whether (1) the immediacy behaviour of lecturers whose home language is Afrikaans or English contributes positively to the affective and cognitive learning of learners whose home language is Afrikaans, English or one of the African languages; and...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Johannesburg
2022-10-01
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| Series: | Communicare |
| Subjects: | |
| Online Access: | https://journals.uj.ac.za/index.php/jcsa/article/view/1758 |
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| Summary: | The intention of the present study was to determine whether (1) the immediacy behaviour
of lecturers whose home language is Afrikaans or English contributes positively to the
affective and cognitive learning of learners whose home language is Afrikaans, English
or one of the African languages; and (2) whether the form of immediacy behaviour
displayed by English or Afrikaans lecturers functions differently for learners whose home
language is one of the African languages in relation to those whose home language is
Afrikaans or English. Data was collected by means of a questionnaire that had separate
sections on immediacy behaviour and learning. Positive correlations between the
immediacy behaviour of the lecturers and the affective and cognitive learning of the
learners were observed for the whole test group. The immediacy behaviour displayed by
the lecturers functions differently for learners whose home language is one of the African
languages than for those whose home language is Afrikaans or English. Considering these
findings, it is imperative that instructional communication in today’s South Africa be
increasingly characterized by a culture-centred approach.
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| ISSN: | 0259-0069 2957-7950 |