Abstract Willingness to communicate (WTC) is one of many individual difference variables that have been investigated in research on language learning motivation and learners’ cognitive and affective states. To expand its theoretical and methodological understandings, Conversation Analysis (CA) studies have reconceptualized WTC as embodied interactional activity, particularly as regards participation. This CA study further expands the understanding of WTC and participation (WTC/P) as a social practice by examining one focal participant's engagement in an L2 book club, focusing on her practices when she has the freedom to initiate or avoid communication. The analysis shows how her engagement changes after two co-participants use teasing to hold her accountable for not actively participating. The study provides a deeper understanding of what it means to be an active participant in a book club context, where demonstrating engagement is treated as an essential institutional practice. The study also discusses pedagogical implications for L2 reading classes.

中文翻译：

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沟通/参与行动的意愿：L2 读书俱乐部接受者实践变化的案例研究

摘要 交流意愿（WTC）是语言学习动机和学习者认知和情感状态研究中的众多个体差异变量之一。为了扩展其理论和方法论的理解，对话分析 (CA) 研究将 WTC 重新定义为具体的互动活动，特别是在参与方面。这项 CA 研究进一步扩展了对 WTC 和参与 (WTC/P) 作为一种社会实践的理解，通过检查一名焦点参与者在 L2 读书俱乐部中的参与，重点关注她在可以自由发起或避免交流时的实践。分析显示，在两名共同参与者使用戏弄来追究她不积极参与的责任后，她的参与度如何变化。该研究让我们更深入地了解成为读书俱乐部环境中的积极参与者意味着什么，在这种环境中，展示参与被视为一种基本的制度实践。该研究还讨论了对 L2 阅读课程的教学意义。