Revisiting Willingness to Communicate

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Sang Kyo Lee
• 간행물 정보: 『영어교육연구』제25권 3호, 117~134쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.09.30

영문 초록

With the rising emphasis on authentic communication in L2 learning, willingness to communicate (WTC) has been considered as an essential field of L2 research. A considerable amount of research has been carried out to explore factors influencing L2 learners' WTC. Thus, this study attempts to provide a comprehensive review of WTC. As a trait-like predisposition, WTC is defined as a person's intention to communicate with another person in a given situation, and it is believed to be the best predictor of actual communication approach/avoidance behavior in L2 learning. In an attempt to explain individual differences in the decision to initiate L2 communication, MacIntyre et al. conceptualized the heuristic model that describes WTC with cognitive affective variables interacting with social factors. According to the model, the cognitive affective variables include motivation, language attitudε, self-confidence, communication apprehension, and personality trait. Although conflicting findings have been reported, studies have shown that of the affective variables, by and large, motivation and self-confidence have direct impact on WTC in L2 learning. Language attitude, communication apprehension, and personality, on the other hand, have an indirect impact on WTC in L2 learning. It is also argued that the critical role of each affective variable affecting WTC seems to be influenced by individual differences as well as learning environment. Criticism of WTC and pedagogical implications will be discussed.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. RELEVANT LITERATURE

Ⅲ. PEDAGOGICAL IMPLICATIONS AND CONCLUSIONS

REFERENCES

키워드

willingness to communicate motivation language attitude self-confidence communication apprehension personality