The Relationship between Willingness to Communicate and Two Types of Speaking Task: Narrative and Dialogue
الموضوعات : نشریه مطالعات آموزش زبان انگلیسیShamsi Bagheri Atdersi 1 , Ramin Rahimy 2
1 - Department of English Language, Tonekabon Branch, Islamic Azad
University,Tonekabon,Iran.
2 - Department of English Language,
Islamic Azad University, Tonekabon Branch,
IRAN
الکلمات المفتاحية: willingness to communicate (WTC), Dialogue and Narrative speaking task, Individual Difference (ID),
ملخص المقالة :
This study attempted to examine the relationship between WTC and two types of speaking tasks:Dialogue and narrative/monologue. The significance of this study lies in its theoreticalcontributions to the WTC construct and the pedagogical implications in second languageteaching and learning. Sixty one intermediate female EFL learners were selected through anOxford Placement Test (OPT) from Tabarestan English Institute in Nowshahr. A quantitativeresearch method within a descriptive design using questionnaires was employed. Statistical dataanalysis methods of Pearson Product-moment correlation coefficient and descriptive statisticswere utilized in line with the two research questions .Results indicated a positive correlationbetween the WTC level and the narrative speaking as well as the dialogue speaking scores, i.e.,the high L2 WTC leads to a better performance in L2 speaking skill in general. However, thecorrelation between WTC and dialogue speaking was stronger than the WTC and narrativespeaking, i.e., WTC level affects dialogues better than narrative /monologue. To sum up, it wasfound that the participants with lower WTC level were weaker in L2 speaking in general anddialogues in particular.
Barjesteh, H. (2012). Iranian EFL learners' willingness to communicate across
different contextand receiver-types. International Journal of English Linguistics, 2,
(1).
Bygate, M. (2002). Speaking. In R. B. Kaplan (Ed.), The Oxford Handbook of
Applied Linguistics (pp. 27-38). Oxford: Oxford University Press.
Chalhoub-Deville, M. (2001). Language testing and technology: Past and future.
Language Learning and Technology, 5(2), 95-98.
Cheng, L. (2008). The key to success: English language testing in China. Language
Testing, 25(1), 15–37.
Clément, R. (1986). Second language proficiency and acculturation: An investigation
of the effects of language status and individual characteristics. Journal of
Language and Social Psychology (5), 271-290.
Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in
a second language: The effects of context, norms, and vitality. Journal of
Language and Social Psychology, 22(2), 190-209.
Cook, G. (2003). Applied linguistics. Oxford: Oxford University Press.
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in
second language acquisition. Mahwah, N.J.: Lawrence Erlbaum.
Ghonsooly, B., Hosseini Fatemi, A., & Khajavy, G. H. (2013). Examining the
relationships between willingness to communicate in English, communication
confidence, and classroom environment. International Journal of Research
Studies in Educational Technology, 1-10.
Holi Ali, H. I., & Abdalla Salih, A. R. (2013). Perceived Views of Language Teachers
on the Use of Needs Analysis in ESP Materials Writing. English Language
Teaching, 6 (3), 11-19.
Hutchinson, T., & Waters, A. (1987). English for specific purpose: A learning
centered approach. Cambridge: Cambridge University Press.
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a
second language. System, 33, 277-292.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors
of second language communication. Journal of Language and Social Psychology,
JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 4, NO. 4, Spring 2016
18
15(1), 3-26.
MacIntyre P, & Legatto S. (2011). Talking in order to learn: Willingness to communicate
and intensive language programs. The Canadian Modern Language Review, 59(4),
589-607.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing
willingness to communicate in a L2: A situational model of L2 confidence and
affiliation. The Modern Language Journal, 82(4), 545-562.
McCroskey, J. C., Baer, V. P. (1985). Willingness to communicate: A cognitive view.
In M. Booth- Butterfield (Ed.) Communication, Cognition, and Anxiety (pp. 19
37). Newbury Park, CA: Sage.
McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to
measuring communication competence. Communication Research Reports, 5(2),
108-113.
McCroskey, J. C., & Richmond, V. P. (1982). Communication apprehension and
shyness: Conceptual and operational distinction. Central States Speech
Journal, 33(4), 458-468.
Peng, J. E. (2007). Willingness to communicate in the Chinese EFL classroom: a
cultural perspective. In J. Liu (Ed.), English language teaching in China: New
approaches, perspectives and standards. New York, NY: Continuum.
Shohamy, E. (1983). Rater reliability of the oral interview speaking test. Foreign
Language Annals, 16, 219-222.
Tousi, M., & Khalaji, H. (2014). The Impact of Willingness to Communicate on
Iranian EFL Learners Speaking Ability. International Research Journal of
Applied and Basic Sciences 8 (11), 1866-1869.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese
EFL context. The Modern Language Journal, 86(1), 54-66.
Yousefi, M., & Kasaian, A. (2014). Relationship between Willingness to
Communicate and Iranian EFL Learner’s Speaking Fluency and Accuracy.
Journal of Advances in English Language Teaching, 2 (6), 61-72.
