A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context
A Model of Situational Willingness to Communicate (WTC) in the Study Abroad Context
复制标题
出国留学情境中的情境沟通意愿模型（WTC）
DOI：
10.5539/ies.v8n10p114
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Graham Robson
中科院分区：
文献类型：
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作者：
Graham Robson
结构模型的使用有助于解释在L1和L2语境中导致交际意愿（WTC）的结构。当WTC被概念化为L1中的一种特质时，模型中使用了更多的人格变量。当交际意愿转移到第二语言领域时，研究人员仍然使用特质测量来解释这个结构，沿着动机和其他与交际相关的变量。最近，研究人员认识到，世界贸易中心也是一个情境变量，一些研究人员已经创建了相应的测量工具。本研究的重点是67名学生学习大学预科英语学术课程，并测试了一个结构模型，使用课堂结构，因为他们被认为是最重要的沟通在课堂上预测世界贸易中心。此外，该模型使用教师的分数来衡量自我报告的WTC和实际的课堂沟通之间的关系。该模型被认为具有合理的拟合水平，显示了课堂变量在第二语言环境中情景交际意愿中的重要性。
The use of structural modeling has helped to explain constructs leading to Willingness to Communicate (WTC) in L1 and L2 contexts. When WTC was conceptualized as a trait in the L1, more personality variables were used in models. When WTC moved into the realm of second language, researchers still used trait measurements to explain the construct, along with motivation and other communication-related variables. More recently, researchers recognize that WTC is also a situational variable and some researchers have created measurement tools accordingly. This study focuses on 67 students studying on a pre-university academic course in English and tests a structural model using classroom constructs as they are deemed the most important for communication in the classroom to predict WTC. Also, the model uses a teacher score to measure the relationship between self-report WTC and actual classroom communication. The model was found to have reasonable levels of fit, showing the importance of classroom variables in situational WTC in the second language context.