Understanding willingness to communicate in L2 between Korean and Taiwanese students
Understanding willingness to communicate in L2 between Korean and Taiwanese students
复制标题
DOI：
10.1177/1362168819890825
复制
发表时间：
2019-12-23
影响因子：
4.2
通讯作者：
Hsieh, Jun Chen
中科院分区：
文献类型：
--
作者：
Lee, Ju Seong;Lee, Kilryoung;Hsieh, Jun Chen
这项研究考察了韩国学生(n=143)和台湾学生(n=261)在课内、课外和数字环境中用第二语言(L2 WTC)进行交流的意愿。追踪访谈(n=20)也被用来确定可能影响他们的L2 WTC的因素。结果显示，韩国和台湾参与者在课堂内的二语WTC得分最低。定性数据表明，二语口语焦虑对两组学生的二语交际能力的影响可能是一样的。此外，虽然韩国学生在课堂外的二语WTC上的得分高于台湾学生，但台湾学生在数字环境下的L2 WTC得分高于韩国学生。定性数据显示，这些差异可能受到英语环境和教学实践的影响。这些发现表明，当通过教学和制度支持提供足够的使用英语的机会时，将英语作为外语的东亚学习者可以变得更愿意进行交流。
This study examined Korean (n = 143) and Taiwanese (n = 261) EFL students' willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Follow-up interviews (n = 20) were also conducted to identify factors that might have influenced their L2 WTC. Results showed that Korean and Taiwanese participants scored lowest on L2 WTC inside the classroom. The qualitative data suggest that L2 speaking anxiety might have equally influenced both groups' L2 WTC. Additionally, while Korean students scored higher on L2 WTC outside the classroom than Taiwanese students, the Taiwanese scored higher on L2 WTC in digital settings than did the Koreans. The qualitative data revealed that these discrepancies might have been influenced by English environment and teaching practice. These findings suggest that East Asian learners of English as a foreign language (EFL) can become more willing to communicate when sufficient opportunities for English use are provided through instructional and institutional support.