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Enduring and Situational Factors that Influence Willingness to Communicate in an L2: A Case Study
Willingness to communicate
|Issue Date: ||2020-08-03 17:18:11 (UTC+8)|
Globalization makes English learning become more and more important. However, language teachers around the world still struggle to get learners to talk in English. Studies show that Asian English learners are more reticent when compared with Western English learners. Previous research shows that because of the influence of examination-oriented culture, lack of confidence, being too cautious at giving opinions, and fear of being negatively evaluated, many Asian English learners are unwilling to participate in discussions. The purpose of the present study was to investigate how certain enduring and situational variables enhanced the willingness to communicate of a high school student in Taiwan. In this case study, both quantitative and qualitative methods were adopted to capture a holistic understanding of how certain enduring factors, and situational factors influence the willingness to communicate of the participant. The participant was a twelfth grader who studied in a private bilingual high school in New Taipei City. In the present study, the motivational factors questionnaire, the class observations, the student’s journals, one semi-structured interview, and two semi-structured interviews were utilized as data for the analyses of the influences of enduring and situational variables that influence the willingness to communicate of the participant.
The results suggest that the three enduring factors, parental involvement, informal linguistic environments, and a learner’s core beliefs in L2 learning, can influence his willingness to communicate in different situations. In terms of parental involvement, the present case showed that different forms of parental involvement, including watching English videos with the participant, chatting with the participant in English, and creating opportunities for him to use English authentically, would enhance for his WTC. In terms of informal linguistic environments, the present study showed that the participant’s family trips in foreign countries, and his online-games provided him with good opportunities to use English authentically. In terms of a learner’s core beliefs, the present study showed that the participant’s core beliefs would influence how much efforts he wanted to put into different types of L2 learning activities.
The results also suggest that situational variables, such as teachers’ teaching styles and immediacy, class size, and topics, might all influence the participant’s willingness to communicate. In terms of teachers’ teaching styles and immediacy, if a language teacher uses many communicative activities, and they are also warm and encouraging, as well as being non-critical when learners make mistakes, these would raise learners’ WTC. In terms of class size, a small class would be easier for a teacher to create good and warm classroom atmosphere. In terms of topics, students’ self-selected topics are preferable than textbook-assigned topics. The present study showed that students’ self-selected topics raised the participant’s confidence and interest in discussions. And they also raised his WTC. Based on the findings in the present study, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis can provide some insights into the study of enduring and situational variables that influence the willingness to communicate of English learners for researchers and educators in the field of TESOL.
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|Source URI: ||http://thesis.lib.nccu.edu.tw/record/#G1025510021|
|Data Type: ||thesis|
|Appears in Collections:||[英國語文學系] 學位論文|
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