Abstract
Self-perceived communication competence (SPCC), communication apprehension (CA) and Willingness to communicate (WTC) are all well-researched constructs in language learning contexts. This research is an initiative to understand effects of SPCC and CA on WTC of Pakistani university students. Focusing on theoretical model in communication research by McCroskey and his colleagues, the current study draws upon quantitative data using three questionnaires from 88 language learners in a public sector Pakistani university and attempts to understand the role of SPCC and CA in enhancing the WTC of learners in multiple formal and informal contexts. Results suggest that acquaintance level with the participants and contexts of language use may be the important factors to effect WTC of learners for first/foreign language use. Findings of this research in formal context offer strong evidence that strong CA in one language can result in positive SPCC in the other language and becomes a reason to enhance WTC in that particular language. For informal context, there exists a positive relationship between SPCC and WTC in any particular language. If learners have a positive SPCC in one language, they demonstrate a strong WTC in the same language. Moreover, relationship of SPCC, CA and WTC depends a lot on degree of acquaintance that interlocutors share in formal context, however, there is lack of evidence in informal context to suggest any possible directions. DOI: 10.5901/jesr.2016.v6n1p158
Highlights
1.1 Willingness to CommunicateWillingness to communicate (WTC) has gained enough attention of the researchers in the field of second language acquisition
Based on findings of this study, we can draw a general conclusion that WTC of Pakistani students in university context has a strong impact on studied variables of the study (SPCC & communication apprehension (CA))
Results point out that WTC is no simple construct and researchers need to carefully choose different variables to develop an understanding of this issue in university contexts
Summary
WTC has gained enough attention of the researchers in the field of second language acquisition. Galajda (2012) suggests that researchers who are interested in studying human communication should pay attention to learners’ approach/avoidance behaviors in L1 and FL contexts. These behaviors can be further analyzed based on personality variables like communication comprehension and self-perceived communication competence. WTC is defined by MacDonald et al (2003) as a “psychological readiness to speak a second language and is based on much more than linguistic competence” It can be considered as a possibility of engagement in communication process when learners are free to do this (McCroskey & Baer, 1985). Linguistic competence as well communicative competence influences the student’s WTC.The pyramid model (situational model) by MacIntyer et al (1998) suggests that WTC should be an integral part of language instruction and it further highlights the significant impact of WTC on learning a target language
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