Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders.

Autor/inn/en	Denies, Katrijn; Yashima, Tomoko; Janssen, Rianne
Titel	Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders.
Quelle	In: The modern language journal, 99 (2015) 4, S. 718-739Verfügbarkeit
Beigaben	Anhang; Abbildungen 6; Tabellen 2
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0026-7902
Schlagwörter	Kultur; Empirische Forschung; Gesellschaft; Kommunikation; Unterrichtssprache; Französisch als Zweitsprache; Flandern
Abstract	This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a second language in a representative sample of over 1,000 grade 12 students in Flanders, the Dutch-speaking part of Belgium; it is among the few studies that compare classroom WTC with WTC outside the classroom; and it investigates the underexplored relationship between WTC and language proficiency through extensive standardized listening tests. Among the study's findings are that classroom WTC is a strong predictor of WTC outside the classroom; however, in naturalistic settings the role of integrativeness decreases while anxiety levels play a larger role. The study provides new support for several existing suggestions for L2 pedagogy. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2