Abstract
Speaking is the first to be acquired in the process of language production. In parallel, the absence of communication apprehension and the presence of willingness to communicate are the essential prerequisites for stringing words together. The purpose of the current study, therefore, was to investigate the underlying patterns of the relationship between communication apprehension (CA), willingness to communicate (WTC), and speaking ability with regard to different contexts and receivers. In so doing, to assign the homogeneity of the sample, Nelson English Language Test was administered and 120 individuals were selected out of 253. Subsequently, Personal Report of Communication Apprehension (PRCA-24) and Willingness to Communicate Questionnaire were employed in order to determine language learners' levels of WTC and CA. Moreover, the researchers utilised the sample interview questions from Task 1 of the intermediate Speaking Test and the speaking scale provided by Farhady, Birjandi, and Ja'farpur (1994) to interview with individuals and determine their speaking ability. Then, the non-parametric data were analyzed using a Spearman's rank order rho correlation. The results illustrated that individuals' speaking ability was neither related to their level of CA nor to their WTC. Moreover, the findings showed that CA and WTC had a negative correlation. Consequently, CA can be considered as one of the predicators of WTC in academic contexts.
Highlights
Creatures of the same species communicate with one another in various ways
Personal Report of Communication Apprehension (PRCA-24) and Willingness to Communicate Questionnaire were given to the students
The current study focuses on the relationship between Iranian intermediate English as a Foreign Language (EFL) learners' communication apprehension, willingness to communicate, and speaking ability
Summary
Creatures of the same species communicate with one another in various ways. Man is of no exception. Learning English in academic and formal classroom settings of Iran, where it is not common to have the chance to interact with native speakers of English, students have little or no opportunity to practice speaking outside their language classes. In such learning contexts where students have limited amount of time, teachers should employ all their power to engage students in discussions and class activities to ensure language production and communication. In cases students suffer from high levels of anxiety, language teaching tasks and class activities should be adopted in a way that lessen or at least do not increase learners' degrees of apprehension
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