Situational and individual factors engendering willingness to speak English in foreign language classrooms
Situational and individual factors engendering willingness to speak English in foreign language classrooms
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导致在外语课堂上说英语的意愿的情境和个人因素
DOI：
10.1080/2331186x.2018.1513313
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发表时间：
2018
期刊：
影响因子：
1.6
通讯作者：
F. Rahimi
中科院分区：
文献类型：
--
作者：
Mohammad Javad Riasati;F. Rahimi
摘要本研究旨在调查伊朗英语学习者在语言课堂上说英语的意愿，以及影响他们说英语意愿的情境因素和个人因素。该研究主要采用定量方法，其次是旨在扩大和阐述定量数据的定性数据。156名英语学习者参加了这项研究。使用研究者制作的“说话意愿”问卷来测量说话意愿。为了更清楚地了解学习者说话的意愿，我们对七名参与者进行了半结构化访谈，以获得更丰富的发现。研究发现，影响学习者发言意愿的因素包括：讨论话题、对话者的效果、害羞、自信、教师和课堂氛围。研究结果可以为语言教育者和课程开发者带来教学意义。
Abstract The present study is an attempt to investigate Iranian EFL learners’ willingness to speak English in language classrooms, and the situational and individual factors that influence their willingness to speak. The study adopts a primarily quantitative approach, followed by qualitative data aimed at expanding and elaborating on the quantitative data. One hundred and fifty six EFL learners took part in the study. A researcher-made Willingness to Speak questionnaire was used to measure willingness to speak. To shed more light on learners’ willingness to speak, semi-structured interviews were conducted with seven participants in order to arrive at richer findings. Several factors were identified as having an influence on learners’ willingness to speak, including topic of discussion, effect of interlocutor, shyness, self-confidence, teacher, and classroom atmosphere. Results can bring about pedagogical implications for language educators and curriculum developers.