Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders.

• Autores: Katrijn Denies, Tomoko Yashima, Rianne Janssen
• Localización: Modern language journal, ISSN 0026-7902, Vol. 99, Nº 4, 2015, págs. 718-739
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a second language in a representative sample of over 1,000 grade 12 students in Flanders, the Dutch-speaking part of Belgium; it is among the few studies that compare classroom WTC with WTC outside the classroom; and it investigates the underexplored relationship between WTC and language proficiency through extensive standardized listening tests. Among the study's findings are that classroom WTC is a strong predictor of WTC outside the classroom; however, in naturalistic settings the role of integrativeness decreases while anxiety levels play a larger role. The study provides new support for several existing suggestions for L2 pedagogy. [ABSTRACT FROM AUTHOR]