Psychological Attributes of Unwillingness to Communicate and Task-Based Instruction

Autor/in	Fukuta, Junya
Titel	Psychological Attributes of Unwillingness to Communicate and Task-Based Instruction
Quelle	In: TESL-EJ, 21 (2017) 3, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Psychological Patterns; Personality Traits; College Students; Task Analysis; Longitudinal Studies; Questionnaires; Student Attitudes; Speech Communication; Teaching Methods; Statistical Analysis; Student Behavior; Qualitative Research; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent; Aufgabenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Student behaviour; Qualitative Forschung
Abstract	This study explored the longitudinal changes of Japanese EFL learners' psychological attributes of unwillingness to speak English in a task-based classroom. Thirty-three university students participated in this study. They engaged in a communicative task once a week for two semesters. They completed a questionnaire examining the psychological attributes of their task performance. The results suggest that overall task-based communicative lessons were effective in reducing unwillingness-related psychological attributes. The following qualitative analysis revealed that the learners became aware of the gap between their perceived and actual L2 skills, which reduced some learners' confidence. Additionally, the results indicated that personality, such as introversion, low-cooperativeness, or lack of sociability affected the extent to which unwillingness-related attributes were impacted. The paper concludes with a discussion of the positive effects of task-based lessons on Japanese EFL learners' unwillingness to speak English, and the possible latent variables which weaken the effectiveness of these lessons. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01