A Chinese Conceptualisation of Willingness to Communicate in ESL

By W. Wen, R. Clément. 2003

418 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ead9a1509f02fceb572efdec862ebd63689e295e

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In Language and Linguistics

In Social Psychology

Citations in the corpus

Exploring Emotions in Language Teaching (2020, background): “Wen and Clement (2003) suggest that in China, group cohesiveness and attachment to group members influence Chinese students’ willingness to communicate (WTC) in the classroom.”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “As an example of how such moments might be captured, Wen and Clément (2003) recently have extended the pyramid model to include explicitly this notion of situated restraints in a Chinese context.”
The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners (2013, background): “Clément and Wen (2003) also mentioned in their study of Chinese ESL learn-”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Class cohesiveness has been suggested to contribute to higher WTC and better performance in class (e.g., Dörnyei & Kormos, 2000; Khajavy, Ghonsooly, HosseiniFatemi & Choi, 2014; Peng, 2007b; Wen & Clément, 2003).”
A Dynamic System Approach to Willingness to Communicate: Developing an Idiodynamic Method to Capture Rapidly Changing Affect (2011, result): “This is consistent with both theory (Wen and Clément 2003) and prior qualitative research (Kang 2005).”
Anxiety and Speaking English as a Second Language (2006, background): “Current research has indicated culture may also be manifested in students’ willingness to communicate (WTC) (Wen and Clement 2003; Yashima 2002).”
Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, background): “It has been proposed that the cultural values inherited from Confucianism are the predominant force influencing students’ L2 WTC ( Wen & Clement, 2003 ).”