Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment

Autor/in	Shaffer, Ashley Rose
Titel	Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment
Quelle	(2019), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-8585-8
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Anxiety; Communication (Thought Transfer); Second Language Instruction; Language Usage; Correlation; Self Concept; Learning Motivation; Student Attitudes; Classroom Communication; Student Participation; Communicative Competence (Languages) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Angst; Communication; thought; Kommunikation; Gedanke; Fremdsprachenunterricht; Sprachgebrauch; Korrelation; Selbstkonzept; Motivation for studies; Lernmotivation; Schülerverhalten; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	In the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners' language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either "trait" or "state" WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners' self-reported, perceived "trait" WTC and situational "state" WTC. It treats WTC as a dynamic entity which is shaped by learners' investment in language learning and the identity they take on as language learners. It considers the relationship of WTC to its three most influential trait variables: motivation, L2 perceived competence, and L2 anxiety. It presents findings of additional variables influencing state WTC. Data were comprised of questionnaire surveys, focal participant interviews, and classroom observations. Quantitative data consisted of 39 participants, and qualitative data consisted of 12 focal participants. The importance of the present study lies in its investigation of WTC in relation to trait and state factors, and its stance that investment in L2 learning is a key factor in fostering classroom WTC. Finally, it explores how WTC can be positively fostered to optimize the learner's language experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01