Revisiting Willingness to Communicate
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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 L2communication, 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 attitude, 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 L2learning. 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.
Abstract
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 L2communication, 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 attitude, 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 L2learning. 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.
참고문헌 (52)
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