Fluctuations in willingness to communicate during a semester: a case study.
Saved in:
| Title: | Fluctuations in willingness to communicate during a semester: a case study. |
|---|---|
| Authors: | Mystkowska-Wiertelak, Anna1 mystkows@amu.edu.pl |
| Source: | Language Learning Journal. Feb2021, Vol. 49 Issue 1, p1-12. 12p. |
| Subject Terms: | *Semester system in education, *Language acquisition, *Cognitive ability |
| Abstract: | Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain within the control of the teacher, thus contributing to creating optimal conditions for language development. The present study is an attempt to explore WtC fluctuations in the course of six lessons spanning the period of one semester of a single student who outperformed all other group members on a number of measures, but most importantly, on an oral test. The following data collection tools were used: (1) self-report WtC grids for every class, (2) detailed lesson plans, (3) an in-class WtC survey and (4) an interview. Qualitative and quantitative analysis of the data disclosed a network of personal and group-related factors that are capable of shaping communicative behaviour in the classroom. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Dynamic shifts of language learners' willingness to communicate (WtC) have been investigated in a number of studies with a view to establishing the impact of various cognitive, affective, social and contextual factors. Looking into such influences in the context of a language classroom gives an opportunity to identify variables that might remain within the control of the teacher, thus contributing to creating optimal conditions for language development. The present study is an attempt to explore WtC fluctuations in the course of six lessons spanning the period of one semester of a single student who outperformed all other group members on a number of measures, but most importantly, on an oral test. The following data collection tools were used: (1) self-report WtC grids for every class, (2) detailed lesson plans, (3) an in-class WtC survey and (4) an interview. Qualitative and quantitative analysis of the data disclosed a network of personal and group-related factors that are capable of shaping communicative behaviour in the classroom. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2018.1469660 |
