Making Asian Learners Talk: Encouraging Willingness to Communicate

Autor/inn/en	Vongsila, Vatsana; Reinders, Hayo
Titel	Making Asian Learners Talk: Encouraging Willingness to Communicate
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 3, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216645641
Schlagwörter	English (Second Language); Second Language Learning; Teacher Attitudes; Second Language Instruction; Teacher Role; Interviews; Communicative Competence (Languages); Questionnaires; Asians; Foreign Countries; Classroom Techniques; Teaching Methods; Technology Education; Qualitative Research; Statistical Analysis; New Zealand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Fremdsprachenunterricht; Lehrerrolle; Interviewing; Interviewtechnik; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fragebogen; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Technisch-naturwissenschaftlicher Unterricht; Qualitative Forschung; Statistische Analyse; Neuseeland
Abstract	Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to develop WTC (Dörnyei, 2007), however, since research into this topic is relatively recent, not much is known about how teachers go about this process. For this reason, the present study investigated teachers' perceptions of their role in fostering WTC through interviews and questionnaires and compared these with observations of their classroom practices. The research was conducted in New Zealand ESOL class that focused predominantly on communicative skills, catering mostly to Asian learners. The results showed that teachers believed they play a key role in helping learners to develop WTC and identified a range of strategies they used in class. Classroom observations confirmed the use of some strategies although no explicit encouragement of language practice outside the classroom was made. This paper identifies some possible reasons for this mismatch and concludes with practical recommendations for ESOL teachers who wish to support learners' WTC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01