Social Networks and the Willingness to Communicate: Reciprocity and Brokerage

2018 ◽  
Vol 38 (2) ◽  
pp. 194-214
Author(s):  
H. Colin Gallagher
Keyword(s):  
Second Language ◽  
Social Network ◽  
English For Academic Purposes ◽  
Willingness To Communicate ◽  
Network Ties ◽  
Structural Variables ◽  
Psychological Models ◽  
Reciprocal Structures ◽  
Discussion Partners ◽  
Network Patterns

Psychological models of second language (L2) communication have focused on cognitive, affective, and motivational precursors to L2 communication, while largely neglecting sociostructural factors. One way to conceptualize structural variables is in terms of social network reciprocity (mutually acknowledged network ties) and brokerage (social intermediaries). To investigate whether network positions predict willingness to communicate in the second language (L2 WTC), a cohort of English-for-Academic-Purposes students ( N = 67) was surveyed about discussion partners within the group. An autologistic actor attribute model was used to examine social network patterns of L2 WTC. As hypothesized, students involved in reciprocal structures reported stronger L2 WTC, as well as those in brokerage positions between larger social clusters. Contrary to initial hypotheses, local forms of brokerage held a negative association with WTC, suggesting the possible role of network closure. Results indicate that communicativeness is supported by tight-knit predictable exchanges, and by being in a position to influence the social diffusion of information.

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.

Network Ties Among Low-Tax Firms

2013 ◽  
Vol 89 (2) ◽  
pp. 483-510 ◽  
Author(s):  
Jennifer L. Brown ◽  
Katharine D. Drake
Keyword(s):  
Social Network ◽  
Avoidance Behavior ◽  
Tax Avoidance ◽  
Executive Directors ◽  
Network Ties ◽  
Board Interlocks ◽  
Network Connections ◽  
Focal Firm ◽  
Avoidance Strategies ◽  
Network Partner

ABSTRACT This study examines (1) whether network ties help explain variation in tax avoidance, and (2) how the relation between network ties and tax avoidance varies depending on the nature and context of those ties. We posit that information on a range of tax-avoidance strategies is shared among firms through their social network connections. Using board interlocks to proxy for these connections, we find that firms with greater board ties to low-tax firms have lower cash ETRs themselves. Ties to low-tax firms are more influential when the focal firm and its network partner are operationally and strategically similar, as are ties created by executive directors. Board ties to low-tax firms are also more influential when the focal firm and its network partner engage the same local auditor. Overall, our results suggest that the influence of firms' network ties on their tax-avoidance behavior depends on the character of those ties.

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables

2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Second Language ◽  
Length Of Stay ◽  
Language Learners ◽  
Second Language Learners ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Linguistic Variables ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Chinese Learning

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Small Sample ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Teacher Immediacy ◽  
Content Type

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

Labeling, causal attributions, and social network ties to people with mental illness

2021 ◽  
pp. 114646
Author(s):  
Erin Pullen ◽  
Emily A. Ekl ◽  
Elizabeth Feliz ◽  
Christopher Turner ◽  
Brea L. Perry ◽  
...  
Keyword(s):  
Mental Illness ◽  
Social Network ◽  
Causal Attributions ◽  
Network Ties ◽  
People With Mental Illness ◽  
Social Network Ties
Sign in / Sign up

Export Citation Format

Share Document