Students' willingness to communicate in the second language (L2WTC) is perceived to be the ultimate goal of L2 acquisition in that high levels of L2WTC facilitate L2 use. For this reason, factors leading learners to higher levels of L2WTC have been widely scrutinized. Yet, the role of psycho-emotional factors like academic motivation and L2 enjoyment in promoting students' L2WTC has remained elusive. Moreover, as existing literature reveals, no inquiry has conceptually reviewed the impacts of these factors on students' L2WTC. To respond to this gap, this conceptual review strived to elucidate the consequences of academic motivation and L2 enjoyment for students' L2WTC. The favorable effects of academic motivation and L2 enjoyment on students' L2WTC levels were shown in the light of empirical and theoretical evidence. Finally, the potential implications of the findings are highlighted.
Abstract-This paper made a masked priming experiment to examine the Chinese learners' online processing of English derivatives or derived words so as to find out the effect of morphological structures on second language (L2) word processing. 39 Chinese freshmen of non-English majors participated in the experiment. Results indicated that derivatives had significant priming effect on the identification of their stems and that this kind of priming effect was not affected by the brain's familiarity with it, which meant that like L1, L2 derivative processing was also affected by the morphological structures and that morphological decomposition did exist. This conclusion supports the view of Diependaele et al. that the characteristics of the target words determined their processing mechanism. In addition, the main factors that affect the complicated processing mechanism prove to be the features which are composed of the morphemes instead of the features of the whole words.
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