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دسترسی آزاد مقاله
1 - Willingness to Communicate in L2: Theoretical Roots and Pedagogical Implications
Maryam Azmand Mostafa Zamanian -
دسترسی آزاد مقاله
2 - Willingness to Communicate in the Second Language Acquisition: A Case Study on Iranian 2-Year Old Kids
Parviz Maftoon Mehrdad AmiriIndividual’s first language (L1) and second language (L2) communication could be affected by Willingness to Communicate (WTC) which is considered an influential factor affecting one’s second language development. Studying various aspects of WTC has been t چکیده کاملIndividual’s first language (L1) and second language (L2) communication could be affected by Willingness to Communicate (WTC) which is considered an influential factor affecting one’s second language development. Studying various aspects of WTC has been the home of choice for the researchers in the SLA domain (e.g., Clement, Dornyei, and Noels, 1998; McCroskey, & Baer, 1985; Kang, 2005; MacIntyre,;MacIntyre, 2007, Yashima, 2002). Yet, WTC is poor in terms research in the area of kids’ SLA. The present research is a qualitative attempt focusing on the concept of WTC among kids in an Iranian context. The review of the literature revealed that no valid instrument for measuring the kid’s WTC exists. Thus, a qualitative WTC study was designed to evaluate “the WTC construct”(cf. Mcroskey& Baer, 1985) in the kids developing an L2. The assumption based on which the study was framed was that WTC is both a personality trait as well as a socio- culturally oriented factor. Therefore the WTC scale designed by Mcroskey& Baer (1985) was modified to fit the kid’s situation and a WTC measuring instrument was developed to measure WTC in kids, presupposing that in case WTC is a personality trait it should be fairly consistent in various situations and contexts . The scale designed included four communication contexts: classroom, family settings, Iranian out of home context, and travelling to foreign countries and two types of receivers: stranger, acquaintance. The situations selected based on the scale were presented to the parents to select the most likely behavior and choices of the kids distinctly. The participants of the study were two 21- month-old sisters (non-identical twins) whose parents were willing to make them bilingual. They were trained for 7 months based on the Mom & Baby method of English language learning program developed by Amiri (2008).Films of classroom, interviews with parents, and observations were analyzed and classified through the frequency tables. The results of the study revealed that WTC could be considered both a personality factor and a social characteristic which affects L2 development among kids. پرونده مقاله -
دسترسی آزاد مقاله
3 - The Relationship between Willingness to Communicate and Two Types of Speaking Task: Narrative and Dialogue
Shamsi Bagheri Atdersi Ramin RahimyThis 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 languagetea چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
4 - Inspecting Instrument-Based Variability: Effects of Enriching Willingness to Communicate Questionnaire - A Mixed Methods Approach
روح اله ملکی احمد محسنی علی مالمیرThe purpose of this cross-sectional mixed methods sequential explanatory study was to find out the effects of enriching McCroskey's (1992) Willingness to Communicate (WTC) questionnaire using oral-visual role-play on EFL responses from comparing the responses of 117 pre چکیده کاملThe purpose of this cross-sectional mixed methods sequential explanatory study was to find out the effects of enriching McCroskey's (1992) Willingness to Communicate (WTC) questionnaire using oral-visual role-play on EFL responses from comparing the responses of 117 pre-intermediate EFL learners to this instrument before and after the enriching act. This study relates to sociolinguistic research in order to develop more authentic data collection and assessment. The quantitative results indicated no statistically significant effect in average score of the responses, and a decrease in reliability from original to the enriched one, but individual and item internal changes. Then, it followed up with 12 purposefully selected typical respondents to explore those quantitative results in verbal protocol after each administration of original and enriched WTC questionnaire that detected source of variability due to purpose, place, visualization, age, gender, and personality of the interlocutors in the role-plays. The quantitative and qualitative findings from the two phases of the study are discussed with reference to the prior research. Finally, implications and recommendations for EFL instructors, supervisors, and language assessors are provided. پرونده مقاله -
دسترسی آزاد مقاله
5 - The Role of Direct Metalinguistic and Indirect Feedback Timing in Enhancing Willingness to Communicate (WTC) of Iranian EFL Learners
Elham Dehdari Nasser Ghafoori Saeideh AhanghariThis study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 چکیده کاملThis study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 females) who were divided into four groups: 30 students as the direct-immediate feedback group, 30 students as the direct-delayed feedback, 30 students as the indirect-immediate feedback, and 30 students as the indirect-delayed feedback. Different instruments were utilized to collect the required data, including the Oxford Placement Test (OPT), the WTC scale (McCroskey, 1992), and a set of two-way exchange tasks. After homogenizing the participants, based on the OPT test, the participants took the WTC scale as a pretest. As the treatment, the indirect immediate feedback group participants reformulated the errors into the correct form as soon as they committed errors. In the indirect delayed feedback group, the teacher noted the errors and the student’s name to provide feedback for that specific student. In the direct metalinguistic immediate feedback group, the participants were provided with both explanations and examples of the correct form of errors they committed. In the metalinguistic delayed group, the teacher wrote notes on the error types and the students’ names to provide explanations andcorrect examples for specific students. The WTC scale was readministered in the post-test and the scores were recorded. Two-way ANOVA was used to analyze the pre-and post-test data. The result of the data analysis showed there was an interaction between the timing and the type of feedback regarding their effect on Iranian intermediate EFL learners’ WTC. پرونده مقاله -
دسترسی آزاد مقاله
6 - Willingness to Communicate (WTC) among Beginning-level German Learners: Teaching German as a Foreign Language in a U.S. University Classroom
Rene WegnerThis action research examines the concept of Willingness to Communicate (WTC) in a second language acquisition context. The researcher investigated the contributors of WTC in a foreign language classroom setting. Therefore, a multiple assignments method and sequence was چکیده کاملThis action research examines the concept of Willingness to Communicate (WTC) in a second language acquisition context. The researcher investigated the contributors of WTC in a foreign language classroom setting. Therefore, a multiple assignments method and sequence was applied. Participants of this study were students who matriculated in a United States (U.S.) undergraduate program, studying German at a public Midwest University. Findings of this study suggest applying various speaking activities and providing the opportunity to practice assessment-like activities prior to the evaluation, which enhanced second language WTC. In addition, the present study found three major factors that contributed to second language WTC: student preparedness, student feelings, and speaking capacity influences. Findings of this study can be implemented into any language classroom. The teaching methods and sequence of activities can be integrated into language curriculum. This study provides insight on a successful language teaching model that prepares students to engage in any oral communication with more confidence and less hesitation. پرونده مقاله -
دسترسی آزاد مقاله
7 - Relationship among Self-perceived Oral Competence, Communication Apprehension, and Iranian EFL Learners’ Willingness to Communicate: Cooperative teaching in focus
Mansoureh Bahadori Seyed Moslem HashemizadehSpeaking is deemed by many scholars as a fundamental skill in second language (L2) learning. From the myriad of factors playing a role in willingness to communicate (WTC) in a foreign language, communication apprehension and self-perceived competence have attracted a go چکیده کاملSpeaking is deemed by many scholars as a fundamental skill in second language (L2) learning. From the myriad of factors playing a role in willingness to communicate (WTC) in a foreign language, communication apprehension and self-perceived competence have attracted a good deal of interest in recent decades. Furthermore, it is generally agreed that cooperative teaching can enhance learners' linguistic and psychological variables. To unravel the aforementioned dilemmas, 60 male and female EFL learners within the age range of 19 to 25(i.e., 30 each) were selected out of 100 participants via double sampling from several English institutes in Bandar Abbas, Hormozgan province and were assigned equally to an experimental and a control group. Subsequently, the treatment started where the experimental group was taught based on cooperative teaching, while the control group received conventional treatment. Before and after the treatment, three questionnaires (WTC, communication apprehension and self-perceived competence) were given to all the participants in three different phases. After collecting the data, they were analyzed descriptively. Finally, Pearson product-moment correlation coefficient was run. The findings of the study highlighted that there is a negative correlation between communication apprehension and WTC as well as a positive correlation between self-perceived competence and WTC of Iranian EFL learners in post intervention. The findings further indicated that cooperative teaching can influence learners' WTC, self-perceived competence and communication apprehension. پرونده مقاله
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