خلاصة:
Willingness to communicate and motivation can be two important affective variables to cause success in language achievement. The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achieve- ment. To this end, 100 homogeneous learners both male and female aged from 16 to 20 were chosen through placement test from four language institutes in Meshgin Shahr, Iran. The researchers, then, collect- ed data through WTC inventory, L2MSS questionnaire and learners’ language achievement test of four Eng- lish skills: reading, writing, listening and speaking based on the Preliminary English Test (PET). The results based on multiple regression analysis indicated that WTC and L2MSS can significantly predict learners' language achievement test scores.
ملخص الجهاز:
The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achieve- ment.
The researchers, then, collect- ed data through WTC inventory, L2MSS questionnaire and learners’ language achievement test of four Eng- lish skills: reading, writing, listening and speaking based on the Preliminary English Test (PET).
The results based on multiple regression analysis indicated that WTC and L2MSS can significantly predict learners' language achievement test scores.
The new conceptualization of L2 motivation was a combination of empirical re- search findings (Noels, 2003; Ushioda, 2001), and major theoretical developments in psycholo- gy including possible selves (Markus & Nurius, 1986) and discrepancy theory (Higgins, 1987).
RESULTS FROM SOME RESEARCH STUDIES IN THE FIELD In Iran Alemi, Daftarifard, and Pashmforoosh (2011) examined university students’ WTC and its interaction with language anxiety and English proficiency.
This study, therefore, investigated the role of willingness to communicate (WTC) and sec- ond language motivational self-system (L2MSS) in Iran.
Instruments Variables in the study were measured by WTC, L2MSS questionnaires and learners’ language achievement test of four English skills based on the Preliminary English Test scores.
The Pearson correlation and regression analysis were used to investigate the predictive role of WTC and L2MSS in relation to learners’ language achievement test scores.
CONCLUSION AND DISCUSSIONS This study examined the role of willingness to communicate (WTC) and second language moti- vational self-system (L2MSS) in terms of learn- ers’ language achievement test.
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