scholarly journals Switches to English during French Service Encounters: Relationships with L2 French Speakers’ Willingness to Communicate and Motivation

2016 ◽  
Vol 33 (1) ◽  
pp. 22 ◽  
Author(s):  
Stephanie McNaughton ◽  
Kim McDonough

This exploratory study investigated second language (L2) French speakers’ service encounters in the multilingual se ing of Montreal, specifically whether switches to English during French service encounters were related to L2 speakers’ willingness to communicate or motivation. Over a two-week period, 17 French L2 speakers in Montreal submitted online questionnaires after they concluded service encounters that they had initiated in French. Their willingness to communicate in French was higher when the service provider did not switch to English; however, the frequency of English switches was not related to their general motivation to learn French. Possible reasons for language switches are explored, and pedagogical implications are highlighted. Ce e étude exploratoire porte sur des consultations qu’ont eues des locuteurs de français L2 dans le milieu plurilingue qu’est Montréal; plus précisément, les auteures se penchent sur la question de savoir si les transferts du français vers l’anglais pendant les consultations étaient liés à la volonté des locuteurs L2 à communiquer ou à la motivation. Au cours d’une période de deux semaines, 17 locuteurs de français L2 à Montréal ont complété des questionnaires en ligne après avoir eu des consultations qu’ils avaient initiées en français. Ils étaient plus motivés à communiquer en français quand le fournisseur de services ne passait pas à l’anglais; toutefois, la fréquence des transferts vers l’anglais n’était pas liée à leur motivation générale pour apprendre le français. Les auteures évoquent des raisons possibles pour le passage à l’anglais et en soulignent les répercussions pédagogiques. 

2018 ◽  
Vol 2 (2) ◽  
pp. 7-8
Author(s):  
David Williamson ◽  
Tingting Chen

The enduring growth in the international hospitality and tourism sector, in conjunction with an increasingly globalised labour market, has increased the chances of tourists being served by staff using their shared non-English native language. Numerous studies have explored the use of native language in service encounters, with customer perceptions widely investigated [1,2]. However employees’ perspectives of non-English native language use in the servicescape are under-researched. This study is a part of an AUT Master of International Hospitality Management dissertation. The study applied a qualitative methodology, interviewing eight international employees in New Zealand hotels with long-term experience of speaking their non-English native language in service encounters. Results of the study indicated that employees are well aware of the demands for employers to provide customer-oriented service by speaking their non-English native language; however, in any service encounters with customers speaking the same native language, staff have a strong preference for initiating service communication in English. The interviews showed that this preference was a result of workers experiencing considerable concerns, stress and anxiety around the use of their non-English native language. Specifically, a complex series of considerations and decisions occur when staff are faced with customers who might want to use shared non-English native language, suggesting employees experience ‘linguistic labour’, similar to the constructs of emotional [3,4] and aesthetic labour [5]. Participants indicated that the choice of using non-English native language may be passive (i.e. following the lead of a guest who recognises the staff member as a fellow speaker), or proactive when workers recognise a customers’ poor English and use their native language to minimise guest embarrassment. Given the complexity and distinctiveness of each service context, participants suggested they had principles that underpinned their choice of language in the service space. Firstly, that English is the default service language and should be used as such; secondly, that participants did not want to assume guests’ ethnic/language identity and so avoided using their non-English native language; thirdly, participants avoided using non-English native language so as to not be identified as a particular ethnicity. Crucially, participants sought to avoid being ethnically/linguistically pigeonholed, because engaging in shared native language in the servicescape was perceived to lead to significantly increased customer service demands and thus increased workload. In essence, participants stated that using shared language in the service space immediately engaged cultural norms from their home countries that they would rather avoid; notably increased workloads, guest expectations of subservience and a perceived loss of status and respect for the participants. The study makes an original contribution to management studies, showing that managers and owners should consider the impacts of linguistic labour on employees in the servicescape. What can appear as a simple request to speak a certain language can engage employees in a complex process of choices and considerations as they try to avoid the perceived work intensification that comes with speaking their non-English native language. The full dissertation can be accessed here: https://aut.researchgateway.ac.nz/bitstream/handle/10292/10877/ChenT.pdf?sequence=4&isAllowed=y Corresponding author David Williamson can be contacted at: [email protected] References ((1) Holmqvist, J.; Van Vaerenbergh, Y.; Grönroos, C. Consumer Willingness to Communicate in a Second Language: Communication in Service Settings. Management Decision 2014, 52(5), 950–966. http://hdl.handle.net/1854/LU-3214078 (2) Kang, S.-J. Dynamic Emergence of Situational Willingness to Communicate in a Second Language. System 2005, 33(2), 277–292.  https://doi.org/10.1016/j.system.2004.10.004 (3) Hochschild, A.R. Emotion Work, Feeling Rules, and Social Structure. American Journal of Sociology 1979, 85(3), 551–575. https://doi.org/10.1086/227049 (4) Hochschild, A.R. The Managed Heart: Commercialization of Human Feeling; University of California Press: Berkeley, CA, 1983. (5) Warhurst, C.; Nickson, D. Employee Experience of Aesthetic Labour in Retail and Hospitality. Work Employment & Society 2007, 21, 103–120. https://doi.org/10.1177/0950017007073622 


2021 ◽  
pp. 1-15
Author(s):  
Kim McDonough ◽  
Rachael Lindberg ◽  
Pavel Trofimovich ◽  
Oguzhan Tekin

Abstract This replication study seeks to extend the generalizability of an exploratory study (McDonough et al., 2019) that identified holds (i.e., temporary cessation of dynamic movement by the listener) as a reliable visual cue of non-understanding. Conversations between second language (L2) English speakers in the Corpus of English as a Lingua Franca Interaction (CELFI; McDonough & Trofimovich, 2019) with non-understanding episodes (e.g., pardon?, what?, sorry?) were sampled and compared with understanding episodes (i.e., follow-up questions). External raters (N = 90) assessed the listener's comprehension under three rating conditions: +face/+voice, −face/+voice, and +face/−voice. The association between non-understanding and holds in McDonough et al. (2019) was confirmed. Although raters distinguished reliably between understanding and non-understanding episodes, they were not sensitive to facial expressions when judging listener comprehension. The initial and replication findings suggest that holds remain a promising visual signature of non-understanding that can be explored in future theoretically- and pedagogically-oriented contexts.


2017 ◽  
Vol 120 (3) ◽  
pp. 423-442 ◽  
Author(s):  
Meihua Liu

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.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi

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.


2018 ◽  
Vol 38 (2) ◽  
pp. 194-214
Author(s):  
H. Colin Gallagher

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.


ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.


2015 ◽  
Vol 39 (3) ◽  
pp. 3
Author(s):  
Adrian Leis

The goal of this paper is to gain a deeper understanding of whether a short study abroad program is effective in increasing its participants’ willingness to communicate in a second language. Using a questionnaire designed by Yashima (2002), a pre-post design study was used to examine a sample of 80 Japanese junior high school students who participated in a ten-day study abroad program to Sydney, Australia. The results indicate that although there were no statistically significant differences seen in the second language learning motivation of the students participating in the study abroad program, there were salient decreases observed in the anxiety students felt towards speaking English. Furthermore, as clear differences were seen in international posture, joining the study abroad program also meant that students felt more a part of the global community. Based on these results, the author concludes that traveling abroad for the purposes of study is indeed effective for adolescent learners of English, helping them feel more comfortable using the language as a tool for communication. 本論の目的は、短期海外研修参加者の第2言語におけるWillingness to Communicate (WTC) の向上に及ぼす効果について、より深い知見を獲得することである。八島(2002)によって作成されたアンケートを用い、シドニー•オーストラリアでの10日間の海外研修に参加した80人の日本人中学生のサンプルを事前事後調査方式で研究を行った。結果からわかったことは、統計的にみると海外研修に参加した生徒の第2言語における学習意欲には有意差が見られなかったが、生徒が英語を話すことに対して抱いていた不安の軽減が顕著に見られたということである。さらに、国際的な姿勢に明らかな差異が見られ、海外研修への参加は、生徒が国際社会の一員としての認識を強めるものとなっていた。これらの結果により、筆者は、学習を目的とする海外研修は英語を学ぶ生徒には非常に効果があり、海外研修によって生徒たちはより安心感を持って言語をコミュニケーションツールとして用いることができるようになったとの結論に達した。


2020 ◽  
Vol 37 (2) ◽  
pp. 181-209
Author(s):  
Laia Canals ◽  
Gisela Granena ◽  
Yucel Yilmaz ◽  
Aleksandra Malicka

Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners’ and teachers’ perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers’ perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified. Les cours de langue en ligne qui s’appuient sur la communication asynchrone enseignant-apprenant rencontrent un problème pratique quand vient le temps de fournir de la rétroaction corrective immédiate par l’enseignant lors des tâches d’interaction orale. Dans ce contexte d’apprentissage, les apprenants peuvent toujours communiquer de manière synchrone et enregistrer leur interaction sans que l’enseignant soit présent, mais la rétroaction de l’enseignant sera décalée dans le temps. La recherche indique que l’efficacité de la rétroaction diminue au fur et à mesure que le temps entre l’erreur et la correction augmente, et que la rétroaction immédiate est plus efficace (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). Dans cette étude exploratoire menée auprès d’une université en ligne, nous avons mis en place une nouvelle forme de rétroaction, que nous avons appelée rétroaction corrective immédiate retardée (RCIR), et nous avons analysé les perceptions des apprenants de langue seconde et des enseignants quant à son utilité et à son efficacité. Notre objectif était d’évaluer la faisabilité de mettre en place ce type de rétroaction dans notre contexte, et par extension, dans d’autres contextes où la communication entre apprenants et enseignants se passe de manière asynchrone. La RCIR a été fournie oralement par des enseignants à l’aide de vidéos d’écrans. Les perceptions des apprenants et des enseignants ont été recueillies dans deux questionnaires distincts. Les résultats ont montré qu’apprenants et enseignants ont réagi à la RCIR de manière positive et plusieurs avantages potentiels ont été identifiés.


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