Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process

By P. Macintyre. 2007

722 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/91d4e6642da05bb1a3d91ba4da32e694f3b9ee19

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Citations in the corpus

The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners (2007, background): “Finally, at the state level, “the concern is for experiences rooted in a specific moment in time without much concern for how frequently those experiences occurred in the past or whether they might occur again in the future” (MacIntyre, 2007, p.565).”
Willingness to communicate and action control (2010, methodology): “These individual differences may be implicated in a variety of self-regulation processes (Amodio et al., 2008), i.e. volitional actions (MacIntyre, 2007).”
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): “, state, situation-specific, or trait level) (MacIntyre, 2007).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “If both positive and negative emotions are inherently adaptive, then stronger emotional experiences, if they occur at optimal times, have some potential to facilitate language learning, even if the emotions include ambivalent or negative feelings (MacIntyre, 2007).”
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective (2018, background): “On the other hand, despite the fact that convergence of various factors might quickly impact up on the volitional choices for second language communication (Ellis, 2007; MacIntyre, 2007), even in timeframes of one or two seconds, most research conducted in this area has investigated emotions in larg”
Introducing Positive Psychology to SLA. (2014, background): “Quickly moving between positive and negative affective states, and explicitly considering ambivalent states (MacIntyre, 2007), is one of the strengths that dynamic models have over prior approaches to individual differences research (MacIntyre & Serroul, 2015).”
Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate (2011, background): “It might be helpful for teachers to approach students as if they lived in a state of ambivalence toward learning—experiencing both reasons to approach and reasons to avoid speaking the L2 (MacIntyre, 2007).”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, background): “WTC is the final psychological step, the culmination of forces moving toward or away from volitional language use (MacIntyre, 2007).”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “…while there may be learners whose L2 learning behavior is driven by externally-regulated motives, the notion of individual volitional action to communicate in the L2—considered one of themost desirable outcomes of learning a second language—is arguably absent from these settings (MacIntyre, 2007).”
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, background): “PW: D&D: Dewaele & Dewaele (2018); M&D: MacIntyre & Doucette (2010); KMV: Khajavy et al.”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “MacIntyre (2007) in fact differentiated between “state,” “situation-specifi c,” and “trait” levels of abstraction rather than just “state” and “trait,” but these two terms are more commonly agreed upon as representing the primary dichotomy.”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “One crucial difference between sand dunes and learners is obviously that the latter have volition (MacIntyre, 2007) and have awareness about their emotions.”
Opening the Window on Comprehensible Pronunciation After 19 Years: A Workplace Training Study (2014, background): “(MacIntyre, 2007; MacIntyre, Dörnyei, Clément, & Noels, 1998) affords a comprehensive perspective on variables that affect L2 speakers and their interlocutors, which we have found most useful in explaining the relative progress of L2 speakers’ naturalistic pronunciation development in the past (Derw”
Language‐Learning Motivation During Short‐Term Study Abroad: An Activity Theory Perspective (2010, positive): “Yet as researchers in educational psychology shifted their interest from learning strategies to self-regulation, language-learning researchers also began turning to constructs related to self-regulation including perceived competence (Baker & MacIntyre, 2003), willingness to communicate (MacIntyre, ”