{"title":"关于语言学习者交流意愿背后的认知和情感因素之间相互联系的双动力研究","authors":"Yupei Wang, Quan Xu","doi":"10.1515/iral-2023-0207","DOIUrl":null,"url":null,"abstract":"\n Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate\",\"authors\":\"Yupei Wang, Quan Xu\",\"doi\":\"10.1515/iral-2023-0207\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\n Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.\",\"PeriodicalId\":507656,\"journal\":{\"name\":\"International Review of Applied Linguistics in Language Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-02-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Review of Applied Linguistics in Language Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1515/iral-2023-0207\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Review of Applied Linguistics in Language Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/iral-2023-0207","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.