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Autor/in | Amiryousefi, Mohammad |
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Titel | Willingness to Communicate, Interest, Motives to Communicate with the Instructor, and L2 Speaking: A Focus on the Role of Age and Gender |
Quelle | In: Innovation in Language Learning and Teaching, 12 (2018) 3, S.221-234 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Amiryousefi, Mohammad) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-1229 |
DOI | 10.1080/17501229.2016.1170838 |
Schlagwörter | Second Language Learning; Age Differences; Gender Differences; Prediction; English (Second Language); Second Language Instruction; Questionnaires; Language Teachers; Teacher Student Relationship; Student Interests; Student Motivation; Student Attitudes; Foreign Countries; Validity; Reliability; Measures (Individuals); Multiple Regression Analysis; Statistical Analysis; Iran Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Vorhersage; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Fragebogen; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Studieninteresse; Schulische Motivation; Schülerverhalten; Ausland; Gültigkeit; Reliabilität; Messdaten; Statistische Analyse |
Abstract | This study investigated how well interest and motives to communicate with the instructor (MCI) predict L2 willingness to communicate (WTC) and L2 speaking among English as a foreign language (EFL) learners, and tested whether these variables predict L2 WTC and speaking differently across different age and sex groups. It also examined whether there are meaningful differences between EFL learners who have a higher level and those who have a lower level of L2 speaking in terms of L2 WTC, interest, and MCI and between male and female learners in their motives to communicate with their English instructors. Some 612 pre-intermediate EFL learners participated in the study. A quantitative method using questionnaires was used to collect the data. The results revealed that (1) interest and MCI made significant contributions to the participants' L2 WTC and speaking; (2) the variables predicted L2 WTC and speaking differently across different age and sex groups; (3) there were significant differences between the learners in the high L2 speaking group and those in the low L2 speaking group in terms of WTC, interest, and MCI; and (4) male participants reported communicating with their teachers more for the participatory and sycophantic motives than female learners. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |