Keywords
unwillingness to communicate
variables influencing WTC
How to Cite
Abstract
The decision of a speaker whether to communicate in a specific situation or not, assuming they have the right to choose, has been identified in the current literature as the speaker's willingness to communicate (WTC). In recent times, with the communication becoming the backbone of successful professional and private lives and the role of world languages ever increasing, the importance of willingness to communicate in one of the world languages (English, French, German, etc.) comes to the fore. Therefore, many authors have embarked on a journey to prove why willingness to communicate shall be put under the spotlight and why should language instructors set the engendering of WTC as one of the main aims of language instruction. Among the abundance of reasons, it is often argued that willingness to communicate may facilitate language learning itself. This paper represents a theoretical framework of research conducted on the subject of willingness to communicate over the past several decades, with emphasis on WTC in language learning.
References
Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289. https://doi.org/10.13187/ejced.2020.2.271
Aubrey, S. (2010). Influences on Japanese students’ willingness to communicate across three different sized EFL classes (Master’s thesis). Asian EFL Journal. Retrieved from www.asian-efl-journal.com/Thesis/Thesis-Aubrey.pdf
Baker, S. C. & MacIntyre, P. D. (2000).The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341. https://doi.org/10.1111/0023-8333.00119
Bećirović, S., Brdarević-Čeljo, A., & Polz, E. (2021). Exploring the relationship between language learning strategies, academic achievement, grade level, and gender. Journal of Language and Education, 7(2), 93-106. https://doi.org/10.17323/jle.2021.10771
Bećirović, S., Dubravac, V., & Laličić, A. (2020). The interconnection between vocabulary learning strategies and EFL learning outcomes. European Journal of Education Studies, 7(12), 106-129. https://doi.org/10.46827/ejes.v7i12.3402
Bećirović S., Hurić - Bećirović, R., (2017), The role of age in students’ motivation and achievement in learning English as a second language, JoLIE – Journal of Linguistic and Intercultural Education, 10(1), 23-36. DOI: https://doi.org/10.29302/jolie.2017.10.1.2
Broday, S., & Sedgewick, C. (1991). The relationship between the SCII introversion-extroversion scale and occupational scales. SAGE Journals, 51(1), 175-179. https://doi.org/10.1177/0013164491511017
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Burgoon, J. K. (1976). The unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43, 60-69. https://doi.org/10.1080/03637757609375916
Cao, Y. (2006). Temporal fluctuations in situational willingness to communicate in a second language classroom. New Zealand Studies in Applied Linguistics, 12(2), 1-16.
Chotipaktanasook, N. (2014). Using social media to improve learners’ willingness to communicate in English. Paper presented at the Tokyo International Conference on Social Sciences (TICSS 2014), Tokyo, Japan, 17-19 December 2014.
Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22, 190–209. https://doi.org/10.1177/0261927X03022002003
Compton, L. (2007). The impact of content and context on international teaching assistants’ willingness to communicate in the language classroom. Teaching English as a Second or Foreign Language, 10(4). Retrieved from http://tesl-ej.org/wordpress/
Costa, P. T. Jr., & McRae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, Florida: Psychological Assessment Resources, Inc.
Dervić, M., & Bećirović, S. (2020). Prerogative of the Lexical Approach in Communicative Language Teaching, European Journal of Education Studies, 7(3), 1-13. doi: 10.5281/zenodo.3748039
Dörnyei, Z. (2005). The psychology of language learner. Hillsdale, NJ.: Lawrence Erlbaum Associates.
Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4(3), 275-300. doi:10.1177/136216880000400305
Durkheim, E. (1983). Pragmatism and sociology. Cambridge University Press.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp. 422-459). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Gardner, R. C., & Macintyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x
Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47. https://doi.org/10.1177/0261927X8700600102
Goldberg, Lewis. (1993). The structure of phenotypic personality traits. American Psychologist. 48. 26-34. https://doi.org/10.1037/0003-066X.48.1.26
Hashimoto, Y. (2002) Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2):29–70.
Khatibi, M. B., & Zakeri, J. (2014). Iranian EFL learners’ willingness to communicate across different context- and receiver-types. Procedia - Social and Behavioral Sciences, 98, 932-939. https://doi.org/10.1016/j.sbspro.2014.03.502
Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL students in Korea: WTC as a predictor of success in second language acquisition. Unpublished PhD thesis, Ohio State University. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101267838
MacIntyre, P. D. & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001
MacIntyre, P. D. (1994). Variables underlying willingness to communicate: a causal analysis. Communication Research Reports, 11, 135-142. https://doi.org/10.1080/08824099409359951
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388. https://doi.org/10.1177/0261927X03022002003
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: Situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Mašić A., Polz, E. & Bećirovic, S., (2020) The Relationship between Learning Styles, GPA, School Level and Gender. European Researcher. Series A, 11(1), 51-60. doi: 10.13187/er.2020.1.51
McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org/10.1080/01463379209369817
McCroskey, J. C. (2001). An introduction to rhetorical communication. Boston, MA: Allyn & Bacon, 40.
McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the annual convention of the Speech Communication Association, Denver, Colorado.
Modirkhameneh, S., & Firouzmand, A. (2014). Iranian EFL learners’ willingness to communicate and language learning orientations. Procedia - Social and Behavioral Sciences, 98, 1134-1139. https://doi.org/10.1016/j.sbspro.2014.03.526
Mystkowska-Wiertelak, A., & Pawlak, M. (2016). Designing a tool for measuring the interrelationships between L2 WTC, confidence, beliefs, motivation, and context. Second Language Learning and Teaching, 19-37. doi:10.1007/978-3-319-30373-4_2
Noon-ura, S. (2008). Teaching listening speaking skills to Thai students with low English proficiency. Asian EFL journal, 10(4), 173-192.
Pattapong, K. (2010). Willingness to communicate in a second language: A qualitative study of issues affecting Thai EFL learners from students’ and teachers’ point of view. Unpublished doctoral dissertation. The University of Sydney, Sydney, New South Wales.
Peng, J. E. (2007). Willingness to communicate in an L2 and integrative motivation among college students in an intensive English language program in China. University of Sydney Papers in TESOL, 2, 33-59.
Richards, J.C. and Schmidt, R. (2002). Longman Dictionary of Language Teaching & Applied Linguistics (3rd edition). Essex: Pearson Education Limited.
Rizvić E., & Bećirović, S., (2017). Willingness to Communicate in English as a Foreign Language in Bosnian-Herzegovinian EFL Context. European Researcher, 8(3), 224-235. doi: 10.13187/er.2017.3.224
Sinanović, J., & Bećirović S. (2016). The Determinants of Lifelong Learning. European researcher, 103(2), 107-118. doi: 10.13187/er.2016.103.107
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79, 505-518. https://doi.org/10.2307/330002
Warner, E. D. (1997). A description of the approaches to communication apprehension. Communication Theses, 6. Retrieved from https://digitalcommons.brockport.edu/cmc_theses/6
Yaman, A. & Bećirović, S. (2016). Learning English and Media Literacy. Imperial Journal of Interdisciplinary Research (IJIR), 2(6), 660-663.