Abstract
Willingness to communicate (WTC) in a second language is the outcomeof mutual influences of a wide array of psychological, linguistic, educationaland communicative factors, including those that are dependenton a specific situation, such as the character of a particular class or thetask being performed. All of them can increase or decrease the level ofWTC on a minute-by-minute basis (MacIntyre and Legatto, 2011). Theaim of the study presented in this paper was to obtain greater insightsinto the motives underlying willingness and unwillingness to take partin a conversation in a foreign language with a view to creating in thelanguage classroom conditions that would stimulate communicationand thus contribute to the attainment of greater proficiency. More specifically,an attempt was made to determine and measure factors affectingWTC in one group of English majors, as they were engaged in a conversationclass. The data were collected by means of self-reports, completedduring the class, in which the levels of WTC were indicated ona scale of -10 to +10, as well as short questionnaires filled in right afterwards.A combination of quantitative and qualitative analysis showedthat WTC in a conversation class is subject to constant fluctuations andmade it possible to identify factors responsible for such changes.
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