Keywords
language classroom
communication
ecological perspective
How to Cite
Abstract
Willingness to communicate (WTC) in a second language is the outcomeof mutual influences of a wide array of psychological, linguistic, educational
and communicative factors, including those that are dependent
on a specific situation, such as the character of a particular class or the
task being performed. All of them can increase or decrease the level of
WTC on a minute-by-minute basis (MacIntyre and Legatto, 2011). The
aim of the study presented in this paper was to obtain greater insights
into the motives underlying willingness and unwillingness to take part
in a conversation in a foreign language with a view to creating in the
language classroom conditions that would stimulate communication
and thus contribute to the attainment of greater proficiency. More specifically,
an attempt was made to determine and measure factors affecting
WTC in one group of English majors, as they were engaged in a conversation
class. The data were collected by means of self-reports, completed
during the class, in which the levels of WTC were indicated on
a scale of -10 to +10, as well as short questionnaires filled in right afterwards.
A combination of quantitative and qualitative analysis showed
that WTC in a conversation class is subject to constant fluctuations and
made it possible to identify factors responsible for such changes.
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