Sex and Age Effects on Willingness to Communicate, Anxiety, PerCeived Competence, and L2 Motivation Among Junior High School French Immersion Students
By P. Macintyre, S. Baker, R. Clément, L. Donovan. 2002
598 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/e805e616ff78d2cf781bb7a1daed71c4e75f4532
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
- Jean–Marc Dewaele
- Y. Teimouri
- Mostafa Papi
- Katja Lochtman
- Li Zhou
- Yiheng Xi
- Wenhong Huang
- Taghreed M. Al-Saraj
In Literature and Literary Theory
- Jean–Marc Dewaele
- Y. Teimouri
- Mostafa Papi
- Li Zhou
- Katja Lochtman
- Yiheng Xi
- Taghreed M. Al-Saraj
- K. V. Petrides
Citations in the corpus
- An Exploration of Foreign Language Anxiety and English Learning Motivation (2011, result): “05), as found in numerous existing studies [2, 10, 13, 16, 21, 54].”
- Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, background): “It is also found that L2 WTC can be related to social support (MacIntyre, Baker, Clément, & Conrod, 2001), personality traits (MacIntyre & Charos, 1996), and gender (Baker & MacIntyre, 2000; MacIntyre et al., 2002).”
- Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English (2010, result): “The fact that attitudes to the learning situation decline is a result that is in line with previous research (Chambers 1999; MacIntyre et al. 2002; Williams, Burden, and Lanvers 2002) and may well also comprise more general developmental factors such as a growing disillusionment with school (Keys…”
- The relationship between second language competence and willingness to communicate: the moderating effect of foreign language anxiety (2020, background): “Specifically, anxious FL users tend to assess their language competence to be lower than it is rated by a neutral observer (MacIntyre et al. 2002), which, as suggested in the present study, may in turn result in an attenuated initiation of communication in L2 and as a result, a weakened relation bet”
- Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior (2013, background): “…a concept originated from L1 communication studies, was first defined as the tendency of an individual to initiate communication when free to do so and was conceptualized as a personality trait, fairly stable over time and across situations (McCroskey and Baer, 1985; McCroskey and Richmond, 1991).”
- The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…with L2 learning motivation (e.g., Gardner and Lalonde, 1983; Gardner et al., 1997; Hashimoto, 2002) or with other variables such as ‘Willingness to Communi-cate (WTC) (e.g., MacIntyre, 1994; MacIntyre et al., 2002; MacIntyre and Charos, 1996) that have a positive correlation with L2 motivation.”