Willingness to Communicate in a Second Language: The Japanese EFL Context

By T. Yashima. 2002

1,323 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/944b634c5c8486c672dee8e00566f6ff647907ad

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

1. Y. Teimouri
2. Ju Seong Lee
3. P. Macintyre
4. Jean–Marc Dewaele
5. Z. Dörnyei
6. Mostafa Papi
7. Jian-E Peng
8. Ali H. Al-Hoorie

In Literature and Literary Theory

1. Y. Teimouri
2. Ju Seong Lee
3. Jian-E Peng
4. Z. Dörnyei
5. Nasser Fallah
6. E. Ushioda
7. D. Lasagabaster
8. P. Macintyre

Citations in the corpus

• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Global identity is an ‘international posture’ (Yashima 2002), which includes ‘interest in foreign or international affairs, willingness to go overseas to study or work, readiness to interact with intercultural partners . . . and a non-ethnocentric attitude toward different cultures’ (Kormos and…”
• Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, background): “Highly motivated learners are expected to sustain their efforts in learning, which can in turn enhance their proficiency, increase their confidence and thus their L2 WTC (Yashima, 2002).”
• EFL students’ views of willingness to communicate in the extramural digital context (2019, background): “As regards L2 self-confidence, congruent with previous studies (e.g. Yashima, 2002), students who felt confident about using English were more likely to initiate L2 communication in the ED context.”
• Willingness to Communicate and Cross-cultural Adaptation: L2 Communication and Acculturative Stress as Transaction (2013, background): “Instead, L2 WTC has been predominately examined within foreign language classroom contexts where acculturation is not an issue (e.g. MacIntrye et al. 2001; Yashima 2002).”
• The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, background): “…learning goal has emerged: international posture, which includes “interest in foreign or international affairs, willingness to go overseas to study or work, readiness to interact with intercultural partners … and a non-ethnocentric attitude toward different cultures” (Yashima, 2002, ibid, p. 57).”
• Parental factors in children’s motivation for learning English: a case in China (2015, background): “For example, researchers such as Yashima (2002) took a data-driven approach and proposed an ‘international posture’ in which a desire to communicate internationally, including interests in international affairs and readiness to communicate with intercultural individuals, as a major drive for…”
• Willingness to Communicate in English Among Iranian Non–English Major University Students (2012, methodology): “Many studies have been conducted on communication apprehension, especially its relationship with WTC, and all of them have shown that there is a negative relationship between L2WTC and anxiety (Cetinkaya, 2005; Gardner & MacIntyre, 1993; Hashimoto, 2002; MacIntyre & Clément, 1996; Yashima, 2002).”