ABSTRACT

This longitudinal mixed methods study investigated the relationship between self-reported L1 and L2 willingness to communicate (WTC), observed (actual) L1 and L2 WTC behaviour, and academic achievement, as well as gender differences. Whereas early studies on WTC have focused on examining WTC as a trait, a few later studies have examined WTC as a state. However, none have included observations of actual WTC of the same participants in their L1 and L2 classrooms. This study collected data from self-reports, observations, and test scores and analysed them using descriptive statistics, Pearson and Spearman rank-order correlations, and t-tests and Mann–Whitney U tests. The results revealed no significant correlations between self-reported and observed L1 WTC or between self-reported and observed L2 WTC but revealed significant and positive correlations between observed L2 WTC and L2 test scores, between observed L1 and L2 WTC, and between L1 and L2 test scores. Although there were significant gender differences in L2 WTC, there were none in L1 WTC or in L1 test scores. Additionally, the observations showed that teacher-fronted activities dominated both L1 and L2 classrooms. The study shows the complexity of WTC and the usefulness of understanding WTC. Implications are also provided.

摘要

这项纵向混合方法研究调查了自我报告的L1和L2交流意愿（WTC），观察到的（实际）L1和L2 WTC行为，学业成绩以及性别差异之间的关系。尽管有关WTC的早期研究集中于将WTC作为一种特征进行研究，但后来的一些研究却将WTC作为一种状态进行了研究。但是，没有人包括同一参与者在其L1和L2教室中的实际WTC的观察结果。这项研究从自我报告，观察和测验分数中收集数据，并使用描述性统计量，Pearson和Spearman等级顺序相关性以及t-tests和Mann-Whitney U测试。结果显示自我报告和观察到的L1 WTC之间或自我报告和观察到的L2 WTC之间无显着相关性，但观察到的观察到的L2 WTC和L2测试分数之间，观察到的L1和L2 WTC之间以及L1和L2之间存在显着正相关测试成绩。尽管L2 WTC中存在明显的性别差异，但L1 WTC或L1测试成绩中均没有。此外，观察结果表明，以教师为主导的活动在L1和L2教室均占主导地位。研究显示了世贸中心的复杂性和了解世贸中心的有用性。还提供了含义。