Willingness to Communicate (WTC) among Beginning-level German Learners: Teaching German as a Foreign Language in a U.S. University Classroom مقالة

Foreign Language Teaching & Research Winter 2017 - Number 20 التصنيف B (Azad University/ISC (‎18 صفحة - من 11 إلی 28 )

الکلمات المفتاحية: Feelings willingness to communicate (WTC) Preparedness influences multiple assignments method

خلاصة:

This action research examines the concept of Willingness to Communicate (WTC) in a second language acquisition context. The researcher investigated the contributors of WTC in a foreign language classroom setting. Therefore, a multiple assignments method and sequence was applied. Participants of this study were students who matriculated in a United States (U.S.) undergraduate program, studying German at a public Midwest University. Findings of this study suggest applying various speaking activities and providing the opportunity to practice assessment-like activities prior to the evaluation, which enhanced second language WTC. In addition, the present study found three major factors that contributed to second language WTC: student preparedness, student feelings, and speaking capacity influences. Findings of this study can be implemented into any language classroom. The teaching methods and sequence of activities can be integrated into language curriculum. This study provides insight on a successful language teaching model that prepares students to engage in any oral communication with more confidence and less hesitation.

ملخص الجهاز:

Findings of this study suggest applying various speaking activities and providing the opportunity to practice assessment-like activities prior to the evaluation, which enhanced second language WTC. In addition, the present study found three major factors that contributed to second language WTC: student preparedness, student feelings, and speaking capacity influences. Prior research by Baran-Łucarz (2014) suggests that the following features contribute to WTC and performing speech acts: self-perception in the new environment, accepting ‘new’ identity, and learning of new pronunciation patterns in the target language (TL). In addition, Cao (2011) views WTC as an ecological process and Öztürk, and Gürbüz (2014) cite English as Foreign Language (EFL) speaking anxiety as a contributing factor when committing to a speech act. Therefore, it is necessary to consider the present action research to find appropriate WTC contributors, teaching activities and instructional techniques that promote multilingual public speaking curriculum. This research also enlightens teaching tools that educators can implement into their classroom routines to promote greater WTC and brand public speaking as a domain that language students can utilize proficiently. Dominant factors that influence speaking capacity by assignment {مراجعه شود به فایل جدول الحاقی} Research question 1 Discussion What variables contribute to Willingness to Communicate (WTC) in a foreign language classroom setting? Furthermore, there needs to be more field research conducted to gather more information about WTC factors in second language acquisition with the purpose of expanding our knowledge about teaching and learning public communication in a multilingual world.

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