二语学习者的交际意愿受到多种因素影响，其中外语焦虑等个体差异因素和教师行为等课堂情境因素一直是研究的热点。本研究收集了497名安徽省部分高校非英语专业学生的问卷数据，旨在建立学习者英语交际意愿、外语焦虑和教师即时行为假设关系模型，借助AMOS17.0验证该模型，探讨这三者之间的相互作用关系。研究发现，外语焦虑越低，或者教师即时行为越显著，学习者的交际意愿越高，而教师即时行为对外语焦虑没有直接影响，即教师即时行为未能缓解外语焦虑。这一结论补充了英语交际意愿的影响因素研究，也为大学英语教学提供了教学启示。

Previous literature has demonstrated that the willingness to communicate(WTC) of second language(L2) learners is affected by a variety of factors, among which individual difference factors such as foreign language anxiety and classroom contextual factors such as teacher behavior have been the hot topic. This study aims to develop a hypothetical model to explore the correlations between L2 learners' WTC, foreign language anxiety and teacher immediacy. Questionnaire data was collected from 497 non-English-major college students in Anhui Province and processed in a hypothetical model through measurement and confirmation via AMOS 17.0. It was found that when the foreign language anxiety decreases or the immediate teacher behavior increases, learners' WTC, correspondingly, increases. However, teacher immediacy had no direct effect on foreign language anxiety, which means the immediate teacher behavior failed to alleviate learners' anxiety. This finding, to some degree, bridges the research gap by providing statistical testimony on the factors influencing WTC and sheds pedagogical insights for college English teaching.