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Tracking Individual Change in Willingness to Communicate: A Comparison of Whole Class, Group, and Dyadic Interactions across Two Classroom Contexts

Title
Tracking Individual Change in Willingness to Communicate: A Comparison of Whole Class, Group, and Dyadic Interactions across Two Classroom Contexts
Authors
Lee J.
Ewha Authors
Josephine Lee(이미진)
SCOPUS Author ID
Josephine Leescopus
Issue Date
2022
Journal Title
English Teaching(South Korea)
ISSN
1017-7108JCR Link
Citation
English Teaching(South Korea) vol. 73, no. 3, pp. 29 - 52
Keywords
conversation analysisdynamicL2 speakingmultimodalsituationalwillingness to communicate
Publisher
Korea Association of Teachers of English
Indexed
SCOPUS; KCI scopus
Document Type
Article
Abstract
This study aligns with the recent calls in L2 Willingness to Communicate (WTC) research that mark a shift from viewing WTC as a static, trait-like variable to a construct that is dynamic, fluid, and situational. To accomplish this aim, this study collected both interactional and interview data to examine the situational changes of an ESL learner’s WTC. The data was from two courses – one ESL course, and one academic graduate seminar – collected during the participant’s first semester at an American university. The findings show that the participant’s WTC fluctuates according to the course topic, interlocutors, group size, and the anxiety level of the L2 speaker. These findings imply that teachers in L2 classrooms need to take into consideration the various situational factors that promote or inhibit WTC. Other than these pedagogical implications, the study also offers a methodological framework for documenting situational WTC by means of combining interviews with conversation analysis of interactional data. © 2018 The Korea Association of Teachers of English (KATE).
DOI
10.15858/ENGTEA.73.3.201809.29
Appears in Collections:
사범대학 > 영어교육과 > Journal papers
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