The role of gender and immersion in communication and second language orientations
The role of gender and immersion in communication and second language orientations
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DOI：
10.1111/0023-8333.00119
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发表时间：
2000-06-01
影响因子：
4.4
通讯作者：
MacIntyre, PD
中科院分区：
文献类型：
--
作者：
Baker, SC;MacIntyre, PD
本研究探讨了非语言的结果浸泡与非浸泡程序。因变量包括学习法语的态度，学习方向，沟通意愿，沟通焦虑，感知的沟通能力，和自我报告的频率在英语（L1）和法语（L2）的沟通。沉浸式的学生表示更高的沟通意愿，较低的沟通焦虑，更高的感知交际能力，更频繁的沟通，只有在法语。在非沉浸式学生中，感知能力与沟通意愿密切相关，但在沉浸式学生中，沟通焦虑与沟通意愿密切相关。非浸入式学习的男生对学习的态度最不积极。
The present study examines the nonlinguistic outcomes of an immersion versus a nonimmersion program. The dependent variables included attitudes toward learning French, orientations for learning, willingness to communicate, communication anxiety, perceived communicative competence, and self-reported frequency of communication in both English (L1) and French (L2). Immersion students indicated higher willingness to communicate, lower communication anxiety, higher perceived communicative competence, and more frequent communication only in the French language. Among the nonimmersion students, perceived competence was strongly correlated with willingness to communicate, but among the immersion students, communication anxiety correlated most strongly with willingness to communicate. Male nonimmersion students showed the least positive attitudes toward learning.