Abstract
Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dornyei, Clement & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. The present study attempts to identify the strongest predictors of WTC from 189 British pupils in two high-achieving London secondary schools studying mostly French, German and Spanish as FLs. Correlation analyses followed by multiple regression analyses showed that the strongest predictors of WTC were FL classroom anxiety, frequent FL use by the teacher, a positive attitude towards the FL (a neglected macro intergroup dimension in recent research), followed by high levels of social FL Enjoyment and age. The pedagogical implication is that FL teachers can boost learners’ WTC by creating a positive emotional classroom climate where pupils can overcome their anxiety. Moreover, by generating a genuine interest in the FL and using the FL a lot, teachers can increase their pupils’ levels of WTC.
Highlights
Willingness to Communicate (WTC) in SLA research has been defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547)
Levels of Foreign Language Enjoyment (FLE) and FL classroom anxiety (FLCA) in the youngest group were linked to relative standing in the group and the level of mastery in the foreign language (FL)
FLE was only predicted by attitude towards the teacher while FLCA was predicted by relative standing in the group and teacher’s predictability
Summary
Willingness to Communicate (WTC) in SLA research has been defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547). The L2 learner or user about to say something in the L2 could be compared to a swimmer standing near the edge of the water, adopting the correct posture and body position to dive into the water. Reaching that point presupposes a long string of previous observations, experiences, reflections and decisions in the individual’s life, as well as contextual factors, about the ability to perform and maybe enjoy the planned action. The decision to go or not will be preceded by a brief final checklist about the individual’s skills to float or swim -with or without a flotation device. The L2 user/swimmer will recall previous swimming experiences, including how enjoyable it was, and what dangers were faced, before dipping his/her toe in the water, and checking that their bathing suit is well-attached – no-one wants to face the public ridicule of resurfacing naked. Without depending on solid ground” (Lahiri, 2016, p. 5)
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