To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom.
By Jiayi Zhang, Nadin Beckmann, Jens F. Beckmann. 2018
127 citations recorded by the source corpus.
Abstract Willingness to communicate (WTC) used to be seen as a stable, trait-like communicative tendency; however, in the field of second language acquisition (SLA), attention has recently shifted to its more dynamic, state-like components. This article systematically reviews the literature on the situational antecedents that might contribute to variation in WTC. It aims specifically at furthering our understanding of the interaction between WTC and the learning situation. After searching major databases (Web of Science, ERIC and the British Education Index), findings of 35 studies were analyzed. Different kinds of situational antecedents of WTC suggested in these studies were then systematically organized into a multi-layered framework. The framework raises awareness of the role of the learning situation, and how the learning situation is perceived by second language learners. The framework has the potential to guide future research by offering a more comprehensive and systematic approach to the study of situational antecedents of WTC and the dynamic processes that underpin WTC.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/1cf8fac0bb9ad3f46504646c687d6df349c01591
Citations in the corpus
- The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “To achieve a more comprehensive understanding, current studies have mostly adopted situated and dynamic dimensions through which L2 WTC can be interpreted at both trait-like and state-like levels (Dewaele and Dewaele 2018; Mystkowska-Wiertelak and Pawlak 2017; Zhang, Beckmann, and Beckmann 2018).”
- L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts (2021, unknown): “…individual (the ideal L2 self) and situation-specific factors (e.g., teacher, interlocutor, and task) to explain the situated and dynamic nature of EFL learners’ L2 WTC in in-class and digital settings, which is currently the prevalent research practice on the topic of L2 WTC (Zhang et al., 2018).”