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e communicationbetween students and teachers is found through personal interaction. A body ofresearch indicated that students who perceived their teachers as higher in immediacywere more likely to pa rticipate in cla ss. Consequently, the possible outcomes ofeffective communication between student s and teachers includes better contentknowledge, high class engagem ent and inte rest and positive ef fects on studentsoutside of school. When students unders tand and f eel comfortable in theirenvironment, they are able to exce l because they do not feel lim ited or restrained.Teachers create comfort environment through successful communication.
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Chapter 2 Literature Review

2.1 The Definition of Immediacy
As the ro le of teach er immediacy in English teachin g gets increasing lyconcerned, the importance of teacher immediacy has long been recognized by theacademic community. Many researchers h ave defined the teach er immediacy.Originally constructed by Mehrabian (1966) , who is the social psychologist, theimmediacy principle was concluded, 'peopl e are drawn to ward persons and thingsthey like, evaluate highly, and prefer; and they avoid or move away from things theydislike, evaluate negatively, or do not prefer' (Mehrabian, 1971). The immediacyprinciple leads to the id ea that the act of liking causes imm ediacy and explains theexistence of immediacy (Richmond, McCroskey & Johnson, 2003).Originally constructed by Mehrabian, th e immediacy principle focused on thenotion that people becomes drawn to other individuals they like, evaluate highly, andprefer while avoiding persons that are no t preferred or liked. According to Gorhamand Zakahi (1990), a major com ponent of immediacy behaviors reflects back on thecommunication model and suggests a more positive attitude between the sender andthe receiver. Besides, liking encourages immediacy and immediacy results inincreased liking. In contrast, behaviors not considered immediate indicate disliking(Kearney, Plax & Wendt-Wasco, 1985). One of the most effective set of behaviorspracticed by teachers with excellent teacher communication is 'immediacy' behaviors(Andersen &Andersen, 1982).
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2.2 Studies of Teacher ImmediacyAbroad and at Home
A large amount of research on teach er immediacy has been performed by manyforeign researchers. Most of research center on correlations b etween teacherimmediacy and students' learning, which includes motivation, affect, cognitive,misbehavior and so on. Imm ediacy is considered socially appropriate and conduciveto learning.Motivated by Mehrabian's researches, Andersen explores teacher imm ediacy.Andersen contributes a great deal to researches of nonverbal teacher immediacy, andturns the immediacy research to the clas srooms. What was stressed by her was theinfluence of teacher immediacy on the students' affective attitudes towards the courseand teacher. Her study (Anderson, 1979) indicates that the level of teacher immediacycan predict favorite degree of the course, the attitudes towards the instructors and theobedient degree.Kelley and Gorha m (1988) assert that immediacy relates to arousal, andincreases attention, improves memory, as well as affective and cognitive learning.Immediate behaviors are seen as triggers to generate student arousal, contributing tostudent learning.Book and Putnam (1992) examined that immediate teachers encourage studentsto ask questions