Oldal 41 [41]
OCR
THEORETICAL BACKGROUND study and found that the location of language use (i.e., inside or outside class) has an impact on learners’ emotions and that learners had more positive feelings in connection with language learning situations outside the classroom than classroom-based L2 learning situations. As EE, by definition, involves situations outside the classroom, L2 anxiety was also chosen to be an individual learner difference to be examined in the scope of the present research project. 2.3.2.2 Willingness to communicate Another important variable is willingness to communicate (WTC), which is conceptualized in several ways. First, WTC may be considered a personality trait that does not change over time or in different communication situations; this conceptualization focuses on individual factors (e.g., self-confidence) (Yashima 2002). WTC may also be conceptualized as a situation-specific phenomenon that is not considered stable but subject to change based on certain factors (e.g., whether the speaker knows the interlocutor) (Cao—Philip 2006). Finally, WTC may also be examined from dynamic and situated perspectives (e.g., both situational and personal factors) (Kang 2005). The concept of WTC has been applied to foreign language teaching as well, in the context of which MacIntyre et al. (1998: 547) define WTC as “a readiness to enter into the discourse at a particular time with a specific person or persons, using an L2”. Later, Kang (2005: 291) elaborated on the dynamic nature of WTC and claimed that it “can vary according to interlocutor(s), topic, and conversational context, among other potential situational variables.” In MacIntyre and his associates’ (1998) model, WTC is conceptualized as a “pyramid” consisting of six layers (i.e., social and individual context, affective-cognitive context, motivational propensities, situated antecedents, behavioral intention and communication behavior). In this model, the bottom three layers consisting of several components, such as personality, communicative competence, social situation, self-confidence, etc., are considered stable and trait-like variables which affect L2 WTC independently of the communication context. On the other hand, the top three layers, comprising components such as L2 use, desire to communicate with a specific person, etc., are more dynamic and situation-specific in nature; therefore, these layers, as opposed to the ones at the bottom, are more likely to change over time and in different contexts. Cao (2011) found that certain factors, such as teachers’ error correction, particular topics, and teacher support (or the lack thereof), have an impact on learners’ WTC; at the same time, EE activities, where learners can use and practice English, create a less stressful environment catering to English WTC (Lee 2019a). In addition, previous research on L2 WTC found that there is a negative correlation between L2 WTC and L2 anxiety (Chu 2008, MacIntyre + 39 +
