Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs

Abstract

Immersion and other intensive language progtams produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among universitylevel students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived com_ petence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. correlations among these variables also differ between the groups. Results are examined in terms of Skehan,s notion of talking in order to learn and a model of L2 willingness to communrcate R€sum6 : L'immersion et d,autres progTammes intensifs de langue produisent des r6sultats non linguistiques aussi bien que linguistiques. Le

Enhancing English Learners’ Willingness to Communicate through Debate and Philosophy Inquiry Discussion

“…Therefore, this paper was an attempt to answer the following research questions: of language progress. Hence, the assertion is made by MacIntyre et al (2003) who believe that the fundamental goal of language instruction is to trigger this psychologically driven process in a learner. According to Skehan (1989, p. 48), once initiated, the learner will "talk the language" and in the process he will learn or acquire the language.…”

The impact of teaching communication strategies on EFL learners’ Willingness to Communicate

“…Factors that might impact upon an individual's WTC are numerous (e.g., Cao, 2011;MacIntyre, Baker, Clément, and Donovan, 2003;MacIntyre & Doucette, 2010;Peng, 2007;Yashima, 2002). Among these, one's L2 proficiency, as MacIntyre, Clément, Dörnyei and Noels (1998) believe, will have a significant effect on WTC.…”

Individual and Social-Contextual Factors Affecting the Learning and Use of ESL: A Case Study of a Visiting Korean Physician

“…ESL professionals or native-English-speaking interlocutors should avoid frequently correcting errors made by ESL speakers who fear speaking incorrectly like the Korean physician in this study. This is because error corrections may increase their fear of speaking incorrectly and reduce their willingness to communicate (Kang, 2005;MacIntyre, Baker, Clément, & Donovan, 2003;Macintyre, Clément, Dörnyei, & Noels, 1998). Drawing on findings about the influence of social-contextual factors, ESL professionals should inform physicians and other Korean ESL speakers of the existence of the social-contextual obstacles that can be encountered in an English-speaking country and offer recommendations for how to deal with them.…”