A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate

2014 ◽  
Vol 48 (4) ◽  
pp. 789-814 ◽  
Author(s):  
Yiqian Katherine Cao
Keyword(s):  
Second Language ◽  
Willingness To Communicate ◽  
Language Classroom

The Adaptation of a Linguistic Risk-Taking Passport Initiative: A Summary of a Research Project in Progress

Relay Journal ◽  
2019 ◽  
pp. 415-436
Author(s):  
Ewen MacDonald ◽  
Nicholas Thompson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Risk Taking ◽  
Second Language Learning ◽  
Willingness To Communicate ◽  
International Studies ◽  
Learning Center ◽  
Research Project ◽  
Confidence Levels ◽  
Language Classroom

This article outlines the rationale, background and preliminary findings of an ongoing linguistic risk-taking passport initiative at Kanda University of International Studies (KUIS) in Japan. The aim of the initiative is to encourage students to take various risks to build their confidence during their language learning journeys and help them to effectively utilise extra opportunities available for second language learning both inside and outside of the language classroom. The level, nature and frequency of linguistic risks taken, as well as students’ anxiety and confidence levels, willingness to communicate and their strategies for managing emotions are currently under investigation. Initial findings of the initiative indicated that many students felt comfortable and confident using English and taking risks, enjoyed the risk-taking process, and were able to discover new opportunities for practicing English, particularly those available in KUIS’s Self-Access Learning Center.

Exploring dynamism in willingness to communicate

2013 ◽  
Vol 36 (2) ◽  
pp. 160-176 ◽  
Author(s):  
Yiqian (Katherine) Cao
Keyword(s):  
Second Language ◽  
Single Case ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Reflective Journals ◽  
Stimulated Recall ◽  
Depth Analysis ◽  
Language Classroom ◽  
Stimulated Recall Interviews

This paper examines dynamism in students’ situational willingness to communicate (WTC) within a second language classroom. This longitudinal study involved twelve English as a Second Language (ESL) participants who enrolled in an English for Academic Purposes (EAP) programme in New Zealand for five months. Based on data from classroom observations, stimulated-recall interviews and reflective journals, the in-depth analysis of a case study reveals that learners’ situational WTC in second language (L2) classes could fluctuate and dynamically change over time. This involved a process where situational WTC was jointly affected by learners’ cognitive condition and linguistic factors, together with classroom environmental factors. The in-depth qualitative analysis of a single case in individual lessons allowed us to see the dynamic nature of WTC.

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