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willingness to communicate in the iranian context: language learning orientation and social support

پایان نامه

وزارت علوم، تحقیقات و فناوری - دانشگاه شهرکرد - دانشکده ادبیات و علوم انسانی

دانشجو : معظم وطن خواه

استاد راهنما : مسعود رحیمی دو مکانی علی اکبر جـــعفر پـور

سال انتشار:1391

کلمات کلیدی : تمایل به ارتباط- دلابل یادگیری زبان- حمایت اجتماعی-

چکیده

why some learners are willing to communicate in english, concurrently others are not, has been an intensive investigation in l2 education. willingness to communicate (wtc) proposed as initiating to communicate while given a choice has recently played a crucial role in l2 learning. it was hypothesized that wtc would be associated with language learning orientations (llos) as well as social support. this study explored the relationship between wtc, llos, and social support among 60 intact learners attending english intermediate and upper-intermediate courses in iran. utilizing a wtc questionnaire adopted from macintyre et al’s., this study measured wtc both inside and outside the l2 classroom in each of the 4 language skills: speaking, writing, reading, and listening. in addition, the function of llos counting travel, job, friendship with english speaking people, school achievement, and personal knowledge as well as the role of social support from parents, siblings, friends, and teachers was investigated. the results showed significant correlations between wtc inside and outside the l2 classroom. therefore, it may be indicted that iranian efl learners tend to use their english both inside and outside the l2 classroom; they learn english for real life situations not practice. it was also revealed that motivational orientations were significantly intercorrelated. accordingly, it might be inferred that iranian efl learners’ motivational orientations are both integrative and instrumental. moreover, the findings indicated significant correlations between wtc and llos. as a result, it can be claimed that the ultimate goal of iranian efl learners is practical use of english. it was also discovered that support from parents, teachers, and, to some extent, friends affected wtc, on the one hand, and motivational orientations, on the other hand. this may suggest that approving attitudes of others can impact wtc and motivation for learning english among iranian efl learners.

منابع مشابه

due to the growing emphasis of modern language pedagogy on meaningfulcommunication, l2 willingness to communicate (wtc) has recently become animportant concept in second language learning and communication. the presentstudy investigated the effects of individual differences on iranian efllearners' willingness to communicate. as many as 431 students who were learningenglish as a foreign language...

individual’s first language (l1) and second language (l2) communication could be affected by willingness to communicate (wtc) which is considered an influential factor affecting one’s second language development. studying various aspects of wtc has been the home of choice for the researchers in the sla domain (e.g., clement, dornyei, and noels, 1998; mccroskey, & baer, 1985; kang, 2005; macinty...

the current study examined iranian undergraduate efl students’ willingness to communicate with regard to their vocabulary knowledge. in general, participants were somewhat willing to communicate in english. the total mean score of 730 university students’ perception of willing to communicate was 83.53 out of 135. results, regarding four parts of willingness to communicate, revealed that part...

Due to the growing emphasis of modern language pedagogy on meaningfulcommunication, L2 willingness to communicate (WTC) has recently become animportant concept in second language learning and communication. The presentstudy investigated the effects of individual differences on Iranian EFLlearners' willingness to communicate. As many as 431 students who were learningEnglish as a foreign language...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...