Bridging the Gap Between Willingness to Communicate and Learner Talk
Datos Bibliográficos
| ID | 21360139 |
|---|---|
| Autores | Nathan Ducker (0000-0003-1295-1762, Miyazaki Municipal University, autor de correspondencia), NATHAN THOMAS DUCKER (Miyazaki Municipal University Faculty of Humanities 1‐1‐2 Funatsuka Miyazaki City 880–8520 Japan) |
| Año | 2022 |
| Volumen | 106 |
| Número | 1 |
| Páginas | 216-244 |
| Fecha de publicación | 2022-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Modern Language Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12764 |
| OpenAlex | W4221113409 |
| Idioma | EN |
| Citas recibidas | 18 |
| Referencias citadas | 51 |
Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language‐learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown varying levels of correlation between ratings of WTC and learner talk. To investigate this phenomenon, this study used idiodynamic methodology to elicit moment‐to‐moment ratings of individuals’ classroom WTC, which were then compared to recorded instances of classroom learner talk. This data was used to answer 2 questions: (a) What is the relationship between situated moment‐to‐moment ratings of WTC and observable classroom communication? and (b) What factors impinge or enable the realization of learner talk from aroused situated WTC? The results showed little correlation between learner talk and WTC ratings with 4 groups of interrelated factors—(a) motivational forces, (b) listening‐related issues, (c) topic‐related issues, and (d) language production issues—impacting the WTC–talk relationship. These factors were organized into a hierarchical heuristic model of WTC–talk realization that has both research and pedagogical implications
Active listening · Bridging (networking) · Mathematics education · Realization (probability) · Situated · Willingness to communicate · Communication · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology · Second Language Learning and Teaching · Social Psychology
The idiodynamic method as an innovative research tool in L2 motivation
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom
Schrödinger's turn
Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language
Investigating willingness to communicate in synchronous group discussion tasks
Understanding EFL learners' willingness to communicate dynamics during a group communicative task
Exploring willingness to communicate vis-à-vis learner talk in an EAP classroom
The impact of AI chatbots on EFL learners’ oral proficiency and willingness to communicate
Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing
Fluctuations in Japanese English majors’ capacity to speak before, during and after studying abroad
How L2 grit fuels optimism and cognitive engagement to promote willingness to communicate in English among junior high students
The Best and the Worst
Willingness to communicate, demographic variables, and oral proficiency among adult learners of Chinese
Profiling mediating factors in CSL learners’ willingness to communicate and talk realisation
The Contribution of Willingness to Communicate to L2 Learners’ Depth of Vocabulary Knowledge
Neural Correlates of Task‐Specific Willingness to Communicate
Willingness to Communicate, Speaking Self-Efficacy, and Perceived Communicative Competence as Predictors of Second Language Spoken Task Production
Self and Identity in L2 Motivation in Japan
Willingness to Communicate in a Second Language
The Motion of Emotion
Willingness to Communicate, Social Support, and Language-Learning Orientations of Immersion Students
International Posture and the Ideal L2 Self in the Japanese EFL Context
A Dynamic System Approach to Willingness to Communicate
Willingness to Communicate
A Chinese Conceptualisation of Willingness to Communicate in ESL
Willingness to communicate and action control
Interactional context and willingness to communicate
Investigating situational willingness to communicate within second language classrooms from an ecological perspective
Towards a comprehensive concept of Willingness to Communicate
Investigating the dynamic nature of L2 willingness to communicate
An examination of the dynamic feature of WTC through dyadic group interaction
Learners’ perceptions and attitudes
Towards an ecological understanding of willingness to communicate in EFL classrooms in China
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Causal Relationships Between Communication Confidence, Beliefs About Group Work, and Willingness to Communicate in Foreign Language Group Work
Measuring Flow in the EFL Classroom
Silence in the Second Language Classroom
Conceptualizing Willingness to Communicate in a L2
Enjoyment and anxiety in second language communication
Dynamic emergence of situational willingness to communicate in a second language
Willingness to Communicate in English
The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication
The Role of Gender and Immersion in Communication and Second Language Orientations
Willingness to Communicate in English Among Iranian Non-English Major University Students
| Obras citantes distintas | 18 |
|---|---|
| Citas por año | 3,6 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 18 |