Studying English in Yemen: Situated Unwillingness to Communicate in Sociohistorical Time

Autor/inn/en	Al-Murtadha, Mutahar; Feryok, Anne
Titel	Studying English in Yemen: Situated Unwillingness to Communicate in Sociohistorical Time
Quelle	In: Innovation in Language Learning and Teaching, 11 (2017) 3, S.230-240 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1317258
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Cultural Influences; Decision Making; Sociocultural Patterns; High School Students; Rural Areas; Observation; Interviews; Diaries; Comparative Analysis; Social Influences; Teaching Methods; Textbooks; Cultural Differences; Mixed Methods Research; Student Attitudes; Classroom Communication; Student Participation; Time Perspective; Yemen + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Cultural influence; Kultureinfluss; Decision-making; Entscheidungsfindung; Soziokulturelle Theorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Ländlicher Raum; Beobachtung; Interviewing; Interviewtechnik; Diary; Tagebuch; Sozialer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Textbook; Text book; Schulbuch; Lehrbuch; Kultureller Unterschied; Schülerverhalten; Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zeitbezug; Jemen
Abstract	Unwillingness to communicate (UWTC) was initially conceptualized as a trait-like predisposition in L1 studies, but later research shifted the focus to willingness to communicate (WTC). In second language acquisition, WTC was introduced as a situational construct where time is highlighted by the immediate context of decision to communicate. However, some previous studies on UWTC have pointed to enduring cultural factors shaping decisions in the immediate context. Using Vygotskian sociocultural theory, this study proposes heterochronic mediation as the means through which factors in the sociohistorical timescale influence situated decisions of UWTC in experiential time. It considers 12 high-school learners of English in a rural area in the Republic of Yemen using classroom observations, interviews, and journals collected over one semester in 2015. Coding of UWTC actions and stated influences was both deductive and inductive. Actions and statements were compared with field notes and analyzed for possible social origins. Findings of the study revealed that lower level timescales alone did not completely constitute UWTC, but were influenced by social, cultural, and historical factors. Higher level timescales did not directly constrain student UWTC, but indirectly through individual interpretations. Research and pedagogical implications are given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01