Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate
By P. Macintyre, Carolyn Burns, Alison Jessome. 2011
180 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/41826ae6bda61bbb42897f1c812c159beb8a864e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Maiko Ikeda
- P. Macintyre
- T. Yashima
- Jiayi Zhang
- Nadin Beckmann
- Jens F. Beckmann
- Jean–Marc Dewaele
- Y. Teimouri
In Literature and Literary Theory
- P. Macintyre
- Maiko Ikeda
- T. Yashima
- Jiayi Zhang
- Nadin Beckmann
- Jens F. Beckmann
- Jean–Marc Dewaele
- Y. Teimouri
Citations in the corpus
- Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, unknown): “Yet another step in the search for variables that facilitate or inhibit learners’ WTC was taken by MacIntyre, Burns, and Jessome (2011), who employed a focused essay technique.”
- Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “MacIntyre, Burns, and Jessome (2011) asked participants to write situations in which they (immersion students) were either most or least willing to communicate in French as an L2.”
- To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “MacIntyre et al. (2011) showed that students’ WTC fluctuated across contexts, and gave numerous examples of different learning contexts; however, these researchers did not clearly identify the underlying situational antecedents for these instances.”