Article thumbnail
Location of Repository

To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom.

By J. Zhang, N. Beckmann and J.F. Beckmann

Abstract

Willingness to communicate (WTC) used to be seen as a stable, trait-like communicative tendency; however, in the field of second language acquisition (SLA), attention has recently shifted to its more dynamic, state-like components. This article systematically reviews the literature on the situational antecedents that might contribute to variation in WTC. It aims specifically at furthering our understanding of the interaction between WTC and the learning situation. After searching major databases (Web of Science, ERIC and the British Education Index), findings of 35 studies were analyzed. Different kinds of situational antecedents of WTC suggested in these studies were then systematically organized into a multi-layered framework. The framework raises awareness of the role of the learning situation, and how the learning situation is perceived by second language learners. The framework has the potential to guide future research by offering a more comprehensive and systematic approach to the study of situational antecedents of WTC and the dynamic processes that underpin WTC

Publisher: Elsevier
Year: 2018
DOI identifier: 10.1016/j.system.2018.01.003
OAI identifier: oai:dro.dur.ac.uk.OAI2:24301
Journal:
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • http://creativecommons.org/lic... (external link)
  • http://dro.dur.ac.uk/24301/1/2... (external link)
  • https://doi.org/10.1016/j.syst... (external link)
  • http://dro.dur.ac.uk/24301/ (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.