Abstract
Willingness to communicate in a second language has become an important area of research recently. However, different factors which influence learners' willingness to communicate have not been widely investigated in the Turkish classroom context. Motivation is considered as an important factor which has a direct influence on learners' willingness to communicate. Thus, this study will look into the relationship between English as a foreign language (EFL) learners' willingness to communicate (WTC) in Turkish EFL context and their motivation about English learning through the participation of 106 EFL students who were registered in the one-year preparatory school at Usak University, Turkey. Language Learning Orientation Scale and Willingness to Communicate Scale were adopted for the study. Descriptive statistics and simple linear regression analysis were carried out to find out the relationship between WTC and motivation. Findings indicated that participants were somewhat willing to communicate and there was a significant correlation between learners' WTC and motivation. The findings of this study is useful in terms of the pedagogical and theoretical implications which emphasize the role of motivation in encouraging L2 learners' willingness to communicate.
Highlights
In order to acquire a language, necessary conditions should be met for learners
The quantitative data were analyzed by using the Statistical Package for Social Sciences (SPSS) and the reliability coefficients of each part of the scale were found as the following: Willingness to Communicate (Ten Items) (Cronbach’s alpha= .87), Motivation (21 Items)
The present study mainly looked into the interrelationship between L2WTC and motivation
Summary
In order to acquire a language, necessary conditions should be met for learners. According to Krashen (1982), L2 learners should be provided with i+1 input which is a little more advanced level than the current state of the learner's interlanguage. Krashen (1982) suggests that speaking is a result of acquisition and it cannot be taught directly. Krashen (1982) suggests that speaking is a result of acquisition and it cannot be taught directly. It emerges on its own based on the competence acquired through comprehensible input. On the other hand, Swain (1985) claimed that learners cannot acquire a language without producing comprehensible output. She suggests that output gives learners the opportunity to notice gaps in their interlanguages and test hypotheses. Long (1985) claimed that interacting in L2 is the obligatory condition for acquisition and he emphasized the importance of both input and output and mutual feedback in communication. Lightbown and Spada (1999) pointed out that it is impossible for learners to develop their oral skills if their language classrooms do not provide learners with opportunities for interaction
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