ABSTRACT

Scholars have long suggested that an individual’s communicative adaptability may function as an indicator of their overall communication competence. In pursuit of this idea in a new context – the classroom – this study incorporates communication accommodation theory (CAT) to investigate how students’ perceptions of instructor nonaccommodation influence their subsequent evaluations of the instructor. Results demonstrated that, when controlling for students’ expected grade, perceptions of nonaccommodation related to content knowledge and student support negatively influenced both instructor credibility and communication competence, while perceptions related to the appropriateness of an instructor’s nonverbal responsiveness and verbal delivery did not have significant effects. Implications for theory and classroom practice are briefly discussed.

摘要

长期以来，学者们一直认为，个人的交际适应性可以作为其整体交际能力的指标。为了在新的背景下——课堂——追求这一想法，本研究结合了交流适应理论 (CAT) 来调查学生对教师不适应的看法如何影响他们随后对教师的评价。结果表明，当控制学生的预期成绩时，与内容知识和学生支持相关的不适应的看法对教师的可信度和沟通能力都有负面影响，而与教师的非语言反应和口头表达的适当性相关的看法没有显着影响. 对理论和课堂实践的影响进行了简要讨论。