A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context

Autor/in	Robson, Graham
Titel	A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context
Quelle	In: International Education Studies, 8 (2015) 10, S.114-125 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Second Language Learning; Native Language; Intercultural Communication; Interpersonal Communication; Intention; Study Abroad; Structural Equation Models; Personality Traits; Personality Measures; English (Second Language); Foreign Countries; College Preparation; College Bound Students; Self Efficacy; Higher Education; Questionnaires; Factor Analysis; Educational Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Interkulturelle Kommunikation; Interpersonale Kommunikation; Studies abroad; Auslandsstudium; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Faktorenanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The use of structural modeling has helped to explain constructs leading to Willingness to Communicate (WTC) in L1 and L2 contexts. When WTC was conceptualized as a trait in the L1, more personality variables were used in models. When WTC moved into the realm of second language, researchers still used trait measurements to explain the construct, along with motivation and other communication-related variables. More recently, researchers recognize that WTC is also a situational variable and some researchers have created measurement tools accordingly. This study focuses on 67 students studying on a pre-university academic course in English and tests a structural model using classroom constructs as they are deemed the most important for communication in the classroom to predict WTC. Also, the model uses a teacher score to measure the relationship between self-report WTC and actual classroom communication. The model was found to have reasonable levels of fit, showing the importance of classroom variables in situational WTC in the second language context. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01