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Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

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This study looked at the effects pf declaradve knowledge, (informadon that consists of facts consciously learned in a formal classroom), on procedmi knowledge, (knowledge for real use of dQclarative knowledge), by examining the correlation between the two different types of knowledge. The study also exatnined the correlation of declarative knowledge with reading in which students presumably use diffbrent knowledge intrinsically to just declarative knowledge or procedural knowledge alone. We believe investigation into the relationships ofvarious types of knowiedge is crucial to improve the practice of measurement and evaluation, or Language Tbsting Practice in English education in Japan, The result Showed that there was a moderate degree of correlation between declarative knowledge and procedural knowledge from the point of view of fiuency and complexity in a writing tqsk, and liule correlation betvveen declarative knowledge and accuracy in writing. In terms of the correlation between declarative knowledge and reading, there was little correlation. The possible reasons for the findings, pedagogical implications, and suggestions are discussed. 1, Introduction Some studerrts perfbrm very well both in written tests, which are generally grammar oriented and require declarative knowledge (infbrmation that consists of consCiously known facts learned in a fbrmal classroom)i and in output-based whting or speaking tasks, which mainly require procedural knowledge (kno"rledge for real use of declarative knowledge). Howeveg at the same time, we have seen students wbo perfbrrn very well in written tests but not in productive tasks and vice versa. Why is it that some are good at exercising declaratiye knowledge but not procedural knowiedge? Are there students who produce English very well without having high deelarative knowledge? Without a doubt it is crueial to improve studentS' procedural knowledge as well as declarative knowledge to develop their practical communication abiliti¢ s. Tb do this, we have to make clear what declarative kuowledge and procedural knowledge are, and establish the relationships between =21=