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Understanding the Dynamic Nature of ...

Shaffer, Ashley Rose.

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Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment./
Author:	Shaffer, Ashley Rose.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	205 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Linguistics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13860830
ISBN:	9781392185858

Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment.
Shaffer, Ashley Rose.

Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 205 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Temple University, 2019.

This item must not be sold to any third party vendors.

In the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners' language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either trait or state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners' self-reported, perceived trait WTC and situational state WTC. It treats WTC as a dynamic entity which is shaped by learners' investment in language learning and the identity they take on as language learners. It considers the relationship of WTC to its three most influential trait variables: motivation, L2 perceived competence, and L2 anxiety. It presents findings of additional variables influencing state WTC. Data were comprised of questionnaire surveys, focal participant interviews, and classroom observations. Quantitative data consisted of 39 participants, and qualitative data consisted of 12 focal participants. The importance of the present study lies in its investigation of WTC in relation to trait and state factors, and its stance that investment in L2 learning is a key factor in fostering classroom WTC. Finally, it explores how WTC can be positively fostered to optimize the learner's language experience.

ISBN: 9781392185858Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Identity

Understanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ph.D.)--Temple University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a In the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners' language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either trait or state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners' self-reported, perceived trait WTC and situational state WTC. It treats WTC as a dynamic entity which is shaped by learners' investment in language learning and the identity they take on as language learners. It considers the relationship of WTC to its three most influential trait variables: motivation, L2 perceived competence, and L2 anxiety. It presents findings of additional variables influencing state WTC. Data were comprised of questionnaire surveys, focal participant interviews, and classroom observations. Quantitative data consisted of 39 participants, and qualitative data consisted of 12 focal participants. The importance of the present study lies in its investigation of WTC in relation to trait and state factors, and its stance that investment in L2 learning is a key factor in fostering classroom WTC. Finally, it explores how WTC can be positively fostered to optimize the learner's language experience.
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