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Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker'
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| 102 |
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 24-37 ; 2399-9101 (2018)
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Abstract:
Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. The present study attempts to identify the strongest predictors of WTC from 189 British pupils in two high-achieving London secondary schools studying mostly French, German and Spanish as FLs. Correlation analyses followed by multiple regression analyses showed that the strongest predictors of WTC were FL classroom anxiety, frequent FL use by the teacher, a positive attitude towards the FL (a neglected macro intergroup dimension in recent research), followed by high levels of social FL Enjoyment and age. The pedagogical implication is that FL teachers can boost learners’ WTC by creating a positive emotional classroom climate where pupils can overcome their anxiety. Moreover, by generating a genuine interest in the FL and using the FL a lot, teachers can increase their pupils’ levels of WTC.
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Keyword:
Applied Linguistics; Foreign Language Classroom Anxiety; Foreign Language Enjoyment; learner-external variables; learner-internal variables; Second Language Acquisition; Willingness to Communicate
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URL: https://doi.org/10.22599/jesla.37
https://www.euroslajournal.org/jms/article/view/37
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| 105 |
Lexical availability of young Spanish EFL learners: emotion words versus non-emotion words
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| 108 |
A multilingual outlook: Can awareness-raising about multilingualism affect therapists’ practice? A mixed-method evaluation.
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| 109 |
‘A voice from elsewhere’: acculturation, personality and migrants’ self-perceptions across languages and cultures
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| 111 |
Multilingualism and psychotherapy: exploring multilingual clients' experiences of language practices in psychotherapy
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| 112 |
New insights into language anxiety: theory, research and educational implications
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| 113 |
Glimpses of semantic restructuring of English emotion-laden words of American English L1 users residing outside the USA
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| 114 |
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
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| 116 |
A longitudinal investigation of the relationship between motivation and late second language speech learning in classroom settings
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| 120 |
Foreign language enjoyment and anxiety: the effect of teacher and learner variables
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