Willingness to Communicate, Linguistic Self-confidence, and Language-use Anxiety: The Iranian EFL Context

2016 ◽  
Vol 6 (12) ◽  
pp. 2265 ◽  
Author(s):  
Mahsa Ghanbarpour
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Use ◽  
Willingness To Communicate ◽  
Theory And Practice ◽  
Target Language ◽  
Age And Gender ◽  
Self Confidence ◽  
And Gender ◽  
Second Language Pedagogy

Functioning as a mediating factor between having communicative competence in the target language and putting this competence to use, willingness to communicate (WTC) has enjoyed scholars’ attention in the field of second language acquisition (SLA). The present quantitative study examined the contribution of Iranian EFL learners’ linguistic self-confidence in their proficiency and language-use anxiety to their WTC level as well as the possible impact of age and gender on learners’ reported L2 WTC. 188 university students, who were randomly selected,  filled in a questionnaire, and correlation analyses, one-way between-groups ANOVA, independent-samples t-test, and standard multiple regression were run to analyze the collected data. Results indicated that L2 self-confidence made a significant contribution to the prediction of L2 WTC. Moreover, it was found that learners’ age and gender did not make a statistical difference to their WTC. The findings could inform debates on the theory and practice of WTC and feed into further pertinent research in second language pedagogy.

Rehearsing, conversing, working it out

2010 ◽  
Vol 33 (3) ◽  
pp. 28.1-28.25
Author(s):  
Rita Tognini ◽  
Jenefer Philp ◽  
Rhonda Oliver
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Language Use ◽  
Language Choice ◽  
Target Language ◽  
Video Recordings ◽  
New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

The language use, attitudes, and motivation of Chinese students prior to a semester-long sojourn in an English-speaking environment

2016 ◽  
Vol 1 (1) ◽  
pp. 4-33 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Use ◽  
Language Attitudes ◽  
Critical Role ◽  
Chinese Students ◽  
Willingness To Communicate ◽  
International Exchange ◽  
Exchange Program ◽  
English Speaking

Second language acquisition scholars have long recognized that language attitudes and motivation can play a critical role in second language (L2) learning, leading to variations in willingness to communicate (WTC) and initiate interactions in that language. This paper reports on the pre-sojourn phase of a mixed-method study that investigated the language and intercultural learning of 149 Chinese students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country. By way of a questionnaire survey, document analysis (e.g., study plans), and in-depth interviews, the first phase examined their pre-sojourn language use, attitudes, and motivation, as well as their aims, expectations, and concerns about their impending study and residence in the host environment. Studies of this nature are essential to provide direction for pre-sojourn orientations and other interventions that can support and optimize the language enhancement and intercultural engagement of outgoing L2 international exchange students.

scholarly journals Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language

2019 ◽  
Author(s):  
Ju Seong Lee ◽  
Nur Arifah Drajati
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Current Knowledge ◽  
Willingness To Communicate ◽  
Computer Assisted ◽  
Digital Learning ◽  
Affective States ◽  
Self Confidence ◽  
Language Communication ◽  
Affective Variables

This study examined the under-researched relationship between informal digital learning of English (IDLE) activities (receptive IDLE activities and productive IDLE activities), affective variables (grit, motivation, self-confidence and second language speaking anxiety) and willingness to communicate in a second language. Data (N = 183) were collected through a questionnaire from one state university in an English-as-a-foreign-language Indonesian context. The results showed that students’ willingness to communicate correlated significantly with all of the IDLE activities and affective variables. However, only productive IDLE activities, grit, self-confidence, and motivation were identified as the significant predictors of students’ willingness to communicate. Findings suggest that students’ IDLE engagement and affective states play a significant role in a second language communication. In particular, pedagogical benefits of affective variables (e.g., grit, self-confidence, and motivation) and productive IDLE activities should be emphasised to facilitate students’ willingness to communicate in a second language. These results will broaden current knowledge of IDLE and second language communication behaviour, which can contribute to bridging the interdisciplinary gap between computer assisted language learning, second language acquisition, and psychology.

Rehearsing, conversing, working it out

2010 ◽  
Vol 33 (3) ◽  
pp. 28.1-28.25 ◽  
Author(s):  
Rita Tognini ◽  
Jenefer Philp ◽  
Rhonda Oliver
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Peer Interaction ◽  
Language Use ◽  
Language Choice ◽  
Target Language ◽  
Video Recordings ◽  
New Information

This paper reports on a study of peer interaction in ten foreign language (FL) classes, six secondary and four primary, over a period of four months. The focus of this paper is the nature of peer interaction, including the purposes of second language use, and language choice. The data, comprising observation, audio and video recordings of five lessons from each of the classes, and interviews with learners, indicates multiple uses peers make of their time together, and different potential outcomes for learning. The findings suggest second language use varies in purpose and includes both formulaic pattern practice and communication of new information or ideas, and at the same time creates a context for the co-construction of language and a grappling with form-meaning connections in the target language. By exploring peer interaction as a context for second language use and development, this research brings together different perspectives on interaction and second language acquisition and builds on recent calls for a greater awareness of the interdependence of social and cognitive factors in the process of language learning.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

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.

scholarly journals Educational and Ethical Views of Attar Neishabouri

2016 ◽  
Vol 8 (1) ◽  
pp. 267
Author(s):  
Reza Yazdani
Keyword(s):  
Well Being ◽  
Health Issues ◽  
Mental Images ◽  
Divine Attributes ◽  
Age And Gender ◽  
Stages Of Growth ◽  
Self Confidence ◽  
The Family ◽  
The Face ◽  
And Gender

<p>Attar believes that some health standards and different hygienic methods should be taught to children. Although teaching the methods of healthcare and well-being is among the necessities of life, child’s understanding and intelligence should not be ignored. There is no doubt that religious give great importance to health issues and even emphasize that they should be taught to children. Dealing with appearance causes that their truth-seeking spirit is misled. Accordingly, Sufism recommends people to abandon appearance and deal with the interior. In the stages of growth, child’s mental images are related to sensory issues. He gradually understands lighting, heating and other things that are exposed to his senses and realizes their differences. Formation of mental images and attention to their differences are related to the growth and complexity of the child’s nerves and experience. Affection and kindness to children is desirable. But parents and educators should know that going to extremes in this case is harmful. Attar believes that loving the children excessively causes that he is brought up as a weak and powerless person and loses his self-confidence. So, he shows weakness in the face of problems. But if he is educated with moderation, he will act accordingly. Too much attention to children makes them timid. Treating the children with justice and fairness is one of the Divine attributes. According to Attar, parents should not discriminate between their children and should deal with them justly in all aspects just as you like to be treated with justice in all situations. In many educational books, it is said that the apparent treatment of parents with children may vary according to their age and gender and this is difference rather than discrimination. Attar states that we should act carefully and accurately. These differences should not make parents not act fairly in loving children, but they should justify the children that if they were in such a situation, they would receive the same treatment. Discrimination and injustice in the family, whether tangible or intangible, cause that children feel contempt and become alienated from their family and education.</p>

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Portfolios

2016 ◽  
pp. 166-183
Author(s):  
Joan Lachance
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Teacher Candidates ◽  
Theory And Practice ◽  
Teaching Performance ◽  
Graduate Level ◽  
Capstone Project ◽  
K 12

Graduate level teacher candidates preparing to work with English learners participate in coursework related to theory and practice for many aspects of second language acquisition. In this presentation the author describes and discusses an innovative capstone project, completed in the context of the second language acquisition course, which conceptualizes and embodies performance-based assessments. What makes this exceptional is that teacher candidates demonstrate deep insight regarding the authenticity of using performance-based assessments with K-12 English learners while simultaneously connecting the concepts to their own pre-service teaching performance-based assessments; Portfolios2.

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