Abstract
Abstract Being willing to communicate is part of becoming fluent in a second language, which often is the ultimate goal of L2 learners. Julius Kuhl's theory of action control is introduced as an expansion of the conceptual framework for the study of Willingness to Communicate. Kuhl proposed three key concepts, preoccupation, volatility, and hesitation, which form part of the base from which WTC in the second language is built. In essence, we propose that a lack of WTC inside and outside the language classroom is related to tendencies for a disruption in action control. Using path analysis, we find support for the proposed model that also integrates perceived competence and communication anxiety. Implications for the trait and dynamic conceptions of WTC are discussed.
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