A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate

Autor/in	Cao, Yiqian
Titel	A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 48 (2014) 4, S.789-814 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.155
Schlagwörter	Second Language Learning; Second Language Instruction; Individual Characteristics; Case Studies; English (Second Language); Language Teachers; English for Academic Purposes; Foreign Countries; Correlation; Prediction; Observation; Recall (Psychology); Interviews; Journal Writing; Reflection; Teacher Attitudes; Language Usage; Classroom Environment; Social Influences; Inhibition; New Zealand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Ausland; Korrelation; Vorhersage; Beobachtung; Abberufung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Lehrerverhalten; Sprachgebrauch; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Hemmung; Neuseeland
Abstract	This article reports on a multiple case study that investigated the dynamic and situated nature of learners' willingness to communicate (WTC) in second language (L2) classrooms. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental, and individual factors, this study traced WTC among six learners of English as a second language enrolled in an English for academic purposes programme in New Zealand for 5 months. Data were collected through classroom observations, stimulated-recall interviews, and reflective journals. Analysis of the data suggests that the classroom WTC construct is best described as a dynamic situational variable rather than a trait disposition. This article argues that situational WTC in class results from the interdependence among individual characteristics, classroom environmental conditions, and linguistic factors. These three strands of factors interdependently exert either facilitative or inhibitive effects on an individual student's WTC in class at any point in time. The effect of the combinations of factors differs between individuals, and the interrelationship is too complex to be predicted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10