Situated Willingness to Communicate in an L2: Interplay of Individual Characteristics and Context

Autor/inn/en	Yashima, Tomoko; MacIntyre, Peter D.; Ikeda, Maiko
Titel	Situated Willingness to Communicate in an L2: Interplay of Individual Characteristics and Context
Quelle	In: Language Teaching Research, 22 (2018) 1, S.115-137 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168816657851
Schlagwörter	Individual Characteristics; Second Language Learning; Second Language Instruction; College Students; Student Attitudes; Qualitative Research; Anxiety; Foreign Countries; Classroom Environment; Intervention; Feedback (Response); Personality Traits; Language Proficiency; Classroom Communication; Context Effect; Systems Approach; English (Second Language); Teaching Methods; Statistical Analysis; Teacher Student Relationship; Language Teachers; Communication (Thought Transfer); Semi Structured Interviews; Language Tests; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Zweitsprachenerwerb; Fremdsprachenunterricht; Collegestudent; Schülerverhalten; Qualitative Forschung; Angst; Ausland; Klassenklima; Unterrichtsklima; Individual characteristics; Language skill; Language skills; Sprachkompetenz; Klassengespräch; Systemischer Ansatz; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Communication; thought; Kommunikation; Gedanke; Language test; Sprachtest
Abstract	Recently, situated willingness to communicate (WTC) has received increasing research attention in addition to traditional quantitative studies of trait-like WTC. This article is an addition to the former but unique in two ways. First, it investigates both trait and state WTC in a classroom context and explores ways to combine the two to reach a fuller understanding of why second language (L2) learners choose (or avoid) communication at given moments. Second, it investigates the communication behavior of individuals and of the group they constitute as nested systems, with the group as context for individual performance. An interventional study was conducted in a class for English as a foreign language (EFL) with 21 students in a Japanese university. During discussion sessions in English over a semester in which Initiation--Response--Feedback (IRF) patterns were avoided to encourage students to initiate communication, qualitative data based on observations, student self-reflections, and interviews and scale-based data on trait anxiety and WTC were collected. The analyses, which focused on three selected participants, revealed how differences in the frequency of self-initiated turns emerged through the interplay of enduring characteristics, including personality and proficiency, and contextual influences such as other students' reactions and group-level talk--silence patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01