Verbal and Nonverbal Immediacy: Sex Differences and International Teaching Assistants
This dissertation explains theory and research concerning international teaching assistants, intercultural communication, nonverbal and verbal immediacy, cognitive, affective, and behavioral learning, and sex differences. One research question and five hypotheses were tested via MANOVA and correlation tests. Six hundred and seven undergraduate students completed instruments measuring verbal and nonverbal immediacy, and cognitive, affective, and behavioral learning. Results supported the research question and three of the five hypotheses. Specifically, U.S. Teaching Assistants used more nonverbal immediacy than International Teaching Assistants. Students attitudes toward International Teaching Assistants correlated with students learning. Students perceptions of ITAs and USTAs on verbal and nonverbal immediacy positively correlated to students learning.
Advisor:Rita Culross; Andrew King; Renee Edwards; Susan Weinstein; Loretta Pecchioni
School:Louisiana State University in Shreveport
School Location:USA - Louisiana
Source Type:Master's Thesis
Date of Publication:07/15/2005