Dynamic emergence of situational willingness to communicate in a second language

By Su-Ja Kang. 2005

657 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c3e81d3800a791faac478c7c32cd13832bcb3af4

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In Language and Linguistics

In Social Psychology

Citations in the corpus

Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “Kang (2005) reported on learners’ reluctance to speak in the L2 (English) in groups composed of fellow L1 (Korean) speakers.”
Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective (2016, background): “At the outset, it should be emphasized that, as demonstrated by previous research (e.g. Cao, 2011; Cao & Philip, 2006; De Saint Léger & Storch, 2009; Kang, 2005; MacIntyre & Legatto, 2011; MystkowskaWiertelak & Pawlak, 2014; Pawlak & Mystkowska-Wiertelak, 2015), the level of WTC proved to be a…”
Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate (2011, methodology): “For this reason, we have integrated the results and discussion of the data for WTC and UnWTC to highlight the sometimes subtle difference between a context that increases and one that decreases WTC.”
The Routledge handbook of English language teaching (2018, background): “In fact, recent research has shown that exploring embodied conceptual motivations and using visual aids/body actions can significantly enhance L2 learning of prepositions and phrases involving preposition particles (Boers, 2000; Tyler, 2012).”
Willingness to communicate and action control (2010, background): “This approach may promote increased security, a potential antecedent to higher WTC (Kang, 2005).”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, neutral): “…being open-minded and friendly) can in ﬂ uence students ’ level of L2 WTC. Additionally, teachers should make an e ﬀ ort to design interesting classroom activities, which can enable students to feel a sense of accomplishment and facilitate positive emotions in the classroom (Kang 2005; Kim 2019).”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, methodology): “, it captures any positive feeling elicited by the situation, both interest (Dörnyei, 2009; Eddy-U, 2015) and excitement (Kang, 2005), reported as situational antecedents of WTC, can be seen as parts of the positivity dimension.”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “…perspective have suggested that L2 WTC and communication are conjointly influenced by both individual trait-like and contextual state-like variables (Cao, 2011, 2014; Dörnyei & Kormos, 2000; Kang, 2005; MacIntyre et al., 1998; Pawlak, Mystkowska-Wiertelak, & Bielak, 2016; Yashima et al., 2018).”