Willingness to Communicate in the Chinese EFL University Classroom

An Ecological Perspective
Erscheinungsjahr 2014
ISBN: 978-1-78309-155-3
Verlag: Multilingual Matters

Buch, Englisch, 224 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 502 g

This book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the proposition of an ecological model of WTC in the Chinese EFL university classroom, which reveals that WTC is socioculturally constructed as a function of the interaction of individual and environmental factors inside and beyond the classroom walls.

Autoren/Hrsg.

Peng, Jian-E

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Part 1. The Research of Willingness to Communicate in a Second Language

1. Introduction

2. Hybrid Perspectives on WTC in an L2

Part 2. The Big Picture: Interrelationships between WTC, Communication Confidence, Motivation, Learner Beliefs, and Classroom Environment (Phase 1: Questionnaire Survey)

3. Dimensions of WTC, Confidence, Motivation, Beliefs, and Classroom Environment

4. Interrelationships between WTC, Confidence, Motivation, Beliefs, and Environment on WTC: A Full Structural Model

Part 3. A Situated Lens: WTC Fluctuations over Time and Across Classroom Situations (Phase 2: A Multiple-Case Study)

5. Four Cases and Their WTC Fluctuations

6. Distal and Proximal Influences on WTC Fluctuations

Part 4. Blending “Apple Juice” and “Orange Juice”: Integration of Overall Findings

7. WTC Inside the Language Classroom and Beyond

8. Concluding Remarks

References

Appendix 1. Factor Loadings

Appendix 2. Questionnaire

Appendix 3. Correlation Matrix for the Structural Model

Appendix 4. Interview Guide

Appendix 5. Classroom Observation Scheme

Appendix 6. Learning Journal Framework

Appendix 7. Coding Scheme Index

Über Autor(innen)

Peng, Jian-E
Jian-E Peng is a professor in the College of Liberal Arts, Shantou University, China. She holds a PhD from the University of Sydney. Her main works include the book Willingness to communicate in the Chinese EFL university classroom: An ecological perspective (Multilingual Matters), two book chapters respectively in The dynamic interplay between context and the language learner (Palgrave Macmillan) and English language teaching in China: New approaches, perspectives, and standards (Continuum), and a number of papers published in Language Learning, TESOL Quarterly, System, Journal of English for Academic Purposes, Linguistics and Education, Asia-Pacific Education Researcher, Sage Open, and University of Sydney Papers in TESOL.

Jian-E Peng is an Associate Professor at the College of Liberal Arts, Shantou University, China. Her research interests include willingness to communicate in an L2, learner motivation, intercultural communication, and research methodology. She has published in the journals of Language Learning, System, The Asia-Pacific Education Researcher and University of Sydney Papers in TESOL.