L2 willingness to communicate (WTC) and international posture in the Polish educational context

This article uses the conceptual framework of second language willingness to communicate (L2 WTC), and in particular the contributory construct of international posture (IP; Yashima, 2002), to report on a content and language integrated learning (CLIL) course taught in the Japanese university context. The research follows up an exploratory, small-scale study with a focused qualitative investigation. Due to space restrictions the current paper reports only on the key qualitative findings and attempts to build a picture of how the theme of the course, Japanese international history, affected learners’ IP, a construct that has been shown to be key to Japanese learners of English’s L2 WTC (Yashima, 2002). It is shown that after completing the course, learners felt more connected to the wider world, and as a result IP developed in varied and meaningful ways, seemingly increasing L2 WTC and stimulating critical thinking facilities both within and without the classroom.

Download Full-text

The effect of perceived competence on second language communication frequency: the mediating roles of motivation, willingness to communicate, and international posture

Education and Information Technologies ◽

10.1007/s10639-021-10579-z ◽

2021 ◽

Author(s):

Shima Balouchi ◽

Arshad Abdul Samad

Keyword(s):

Second Language ◽

Perceived Competence ◽

Willingness To Communicate ◽

Language Communication ◽

Communication Frequency ◽

International Posture

Download Full-text

JALT2015 Conference Article: Plenary Speaker Interview

The Language Teacher - The Language Teacher 39.1 ◽

10.37546/jalttlt39.4-4 ◽

2015 ◽

Vol 39 (4) ◽

pp. 17

Author(s):

Stephen Ryan

Keyword(s):

Language Learning ◽

Willingness To Communicate ◽

Teaching Techniques ◽

Conference Theme ◽

Challenges And Opportunities ◽

Long Time ◽

Major Shift ◽

International Posture ◽

International Profile ◽

To Come

The theme of JALT2015—Focus on the Learner—is a timely one highlighting a major shift in our field, from one dominated by descriptions of language and teaching techniques to a greater consideration of the contributions learners make to their own language learning. It is particularly apt that JALT should choose this as a conference theme since researchers from Japan have been at the forefront of this shift. In fact, Japan-based researchers have been so prominent in recent years that it is very easy to forget that this has not always been the case and that for a very long time many researchers in Japan felt disconnected or even isolated from theoretical advances occurring elsewhere. A key figure in the rise of the international profile of Japanese research into individual learner characteristics is this year’s plenary speaker Tomoko Yashima. Her pioneering research into L2 willingness to communicate (WTC) and, in particular, her development of the concept of international posture inspired a generation of Japan-based researchers—myself included—to have the confidence to come up with our own theories and explanations of what is happening in our classrooms, as opposed to slavishly attempting—usually unsuccessfully—to apply models and theories developed elsewhere. Recently I was fortunate to share a conversation with Tomoko, in which I had the opportunity to ask her about her work, her views on some of the main challenges and opportunities facing language educators in Japan, and her thoughts on JALT 2015.

Download Full-text

Willingness to Communicate in English among Iranian EFL Students

English Language Teaching ◽

10.5539/elt.v9n5p33 ◽

2016 ◽

Vol 9 (5) ◽

pp. 33 ◽

Cited By ~ 3

Author(s):

Mohammad Aliakbari ◽

Mohsen Kamangar ◽

Reza Khany

Keyword(s):

Foreign Language ◽

Structural Equation ◽

Willingness To Communicate ◽

Equation Modeling ◽

Self Confidence ◽

Modeling Analysis ◽

Proposed Model ◽

Efl Students ◽

International Posture ◽

Made In

<p>Much has been written on the determinants that can expedite or hinder learners’ willingness to communicate in second and foreign language contexts. Though the literature is abundant with studies on many of these variables, little if any can be found to have targeted EFL students of private institutes in Iran. An effort was made in this study to examine the simultaneous impact of anxiety, self-confidence, communicative competence, and international posture on 194 Iranian EFL students’ willingness to communicate. To this end, a structural equation modeling analysis was used to examine the proposed model of the study. The results revealed that students’ willingness to communicate is directly related to their attitude toward the international community, their perceived linguistic competence and self-confidence. The study concludes with certain pedagogical implications.</p>

Download Full-text