Bridging the Gap Between Willingness to Communicate and Learner Talk,The Modern Language Journal

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Bridging the Gap Between Willingness to Communicate and Learner Talk
The Modern Language Journal ( IF 4.7 ) Pub Date : 2022-03-27 , DOI: 10.1111/modl.12764
NATHAN THOMAS DUCKER ₁

Affiliation

Willingness to communicate (WTC) is an important individual learner difference that can help account for varying rates of language-learning success across individuals. As learner talk is considered to be a key pedagogical activity, instructors and researchers often strive to identify and manipulate key variables that will increase and arouse a learner's WTC and consequently lead to increased levels of learner talk. Conflicting studies have shown varying levels of correlation between ratings of WTC and learner talk. To investigate this phenomenon, this study used idiodynamic methodology to elicit moment-to-moment ratings of individuals’ classroom WTC, which were then compared to recorded instances of classroom learner talk. This data was used to answer 2 questions: (a) What is the relationship between situated moment-to-moment ratings of WTC and observable classroom communication? and (b) What factors impinge or enable the realization of learner talk from aroused situated WTC? The results showed little correlation between learner talk and WTC ratings with 4 groups of interrelated factors—(a) motivational forces, (b) listening-related issues, (c) topic-related issues, and (d) language production issues—impacting the WTC–talk relationship. These factors were organized into a hierarchical heuristic model of WTC–talk realization that has both research and pedagogical implications.

中文翻译：

缩小沟通意愿和学习者谈话之间的差距

交流意愿 (WTC) 是一个重要的学习者个体差异，可以帮助解释个体语言学习成功率的不同。由于学习者谈话被认为是一项关键的教学活动，教师和研究人员经常努力识别和操纵将增加和激发学习者 WTC 并因此导致学习者谈话水平提高的关键变量。相互矛盾的研究表明，世贸中心的评级与学习者谈话之间存在不同程度的相关性。为了调查这一现象，本研究使用特质动力学方法来获取个人课堂 WTC 的即时评分，然后将其与课堂学习者谈话的记录实例进行比较。该数据用于回答 2 个问题：(a) WTC 的即时评分与可观察的课堂交流之间有什么关系？(b) 哪些因素会影响或促成学生从被唤醒的情境 WTC 中进行谈话？结果表明，学习者谈话和 WTC 评分之间几乎没有相关性，这有 4 组相互关联的因素——(a) 动机力量，(b) 与听力相关的问题，(c) 与主题相关的问题，和 (d) 语言生产问题——影响WTC——谈话关系。这些因素被组织成一个具有研究和教学意义的 WTC 谈话实现的分层启发式模型。

更新日期：2022-03-27

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