The Role of Gender and Immersion in Communication and Second Language Orientations

By S. Baker, P. Macintyre. 2000

543 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/415930ef3c2ca17ca74912c6a755b3e077bb107e

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

The Influence of Attitudes and Affect on Willingness to Communicate and Second Language Communication (2004, background): “…full-immersion situations with experienced learners, in which anxiety was the most important factor, the WTC of learners in nonimmersion situations is influenced to a larger extent by perceived communicative competence than by anxiety (Baker & MacIntyre, 2000; MacIntyre, Clément, & Donovan, 2002).”
Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context (2002, methodology): “Baker and Macintyre (2000) examined the effects of an immersion versus a non-immersion program on various dependent variables including perceived competence, WTC, self-reported frequency of communication, communication anxiety, and motivation of students who have English as their L1 and are…”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, background): “However, most of these studies examined L2WTC in the English as a second language (ESL) context (Baker & MacIntyre, 2000; Cl ement, Baker, & MacIntyre, 2003; MacIntyre, Baker, Cl ement, & Donovan, 2002; MacIntyre & Charos, 1996).”
Second Language Anxiety and Distance Language Learning (2009, unknown): “Other researchers have observed similar decreases in anxiety after a semester of intensive language learning (Baker & MacIntyre, 2000; Tanaka & Ellis, 2003).6”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “The first study ( Baker & MacIntyre, 2000 ) examined over 200 English-speaking students learning French as an L2 in an English-speaking community in Canada.”
Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, background): “Baker and MacIntyre (2000) compared two groups of Anglophone learners of French in an immersion and a non-immersion program.”
Language Attitudes in CLIL and Traditional EFL Classes (2009, background): “Baker and MacIntyre (2000) set out to compare the effect of immersion programmes on language attitudes and compared an immersion group with a non-immersion group in the Canadian context.”
Willingness to Communicate in Intercultural Interactions between Chinese and Americans (2008, background): “Many studies (Baker & MacIntyre, 2000; MacIntyre, Baker, Clément, & Donovan, 2002, 2003; Yahima et al., 2004) have found that immersion in a different language environment has a positive influence on one’s self-confidence and WTC in using that language.”