Attitudes, affect and ideal L2 self as predictors of willingness to communicate

Yoko Munezane
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引用次数: 52

Abstract

The purpose of this study is to examine the structural relationships among variables that affect Willingness to Communicate (WTC) and frequency of communication in the L2 in Japanese university EFL classrooms: anxiety, motivation, integrativeness, international posture, ought-to L2 self, ideal L2 self (idealized L2 speaking self), L2 linguistic self-confidence, and valuing of global English. This purpose includes investigating Dornyei’s (2005) hypothesis that the interplay of linguistic self-confidence and the ideal L2 self positively influence L2 WTC. A sample of 373 Japanese university students participated in the study. Questionnaires were administered at the beginning of the semester and a hypothesized structural equation model based on the WTC model (MacIntyre 1994), the socioeducational model (Gardner 1985), and the concept of the L2 Motivational Self System (Dornyei 2005), was tested. The structural relationships yielded new perspectives on learners’ WTC, particularly the finding that the ideal L2 self was a significant predictor of L2 WTC. Pedagogical implications of the research findings are discussed.
态度、情感和理想二语自我作为沟通意愿的预测因子
本研究旨在探讨影响日本大学英语课堂中第二语言交流意愿和交流频率的变量:焦虑、动机、整合性、国际姿态、应语自我、理想二语自我(理想化的二语说话自我)、二语语言自信和全球英语价值之间的结构关系。这一目的包括调查Dornyei(2005)的假设,即语言自信和理想二语自我的相互作用积极影响二语WTC。373名日本大学生参与了这项研究。在学期开始时进行问卷调查,并基于WTC模型(MacIntyre 1994)、社会教育模型(Gardner 1985)和第二语言动机自我系统概念(Dornyei 2005)的假设结构方程模型进行测试。结构关系为学习者的语言习得提供了新的视角,特别是发现理想二语自我是二语习得的重要预测因子。讨论了研究结果的教学意义。
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