Willingness to communicate in English among Japanese college students
Willingness to communicate in English among Japanese college students
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日本大学生用英语交流的意愿
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发表时间：
2005
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通讯作者：
R. Matsuoka
中科院分区：
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作者：
R. Matsuoka
本研究基于动机问卷、交际意愿测试和计算机评估工具收集的数据，探讨了动机因素、交际意愿和英语水平三者之间的关系。结果表明，WTC与英语水平不相关，语言焦虑、工具性取向和外向性对英语WTC有预测作用，而自信、综合取向对英语水平有预测作用。目的许多语言教学专业人士都认为，学习第二语言或外语的过程中，动机是一个关键部分。然而，在真实的情况下，尤其是在课堂之外，语言学习者暴露在环境中，动机和熟练程度不一定足以让他们开始交流。他们实际上必须用他们不太熟悉的语言开始或参与交流。交际意愿的概念，即启动交际的意图，将有助于研究为什么日语的英语交际能力水平不足以在当今全球化社会中生存下来。在为数不多的研究者中，Yashima(2002)考察了态度(国际姿态)、英语学习动机、英语交际信心等情感变量在日本语境下如何影响英语的WTC。结构方程模型明确了态度对学习动机和WTC的影响，动机对学习成绩和自信心的影响，自信对WTC的影响。该模型的拟合优度指数为0.97，表明WTC、动机结构和英语水平对英语交际有显著影响。WTC的概念最初是由McCroskey and Associates(1987)基于不愿交流(Burgoen，J.K.，1976，由MacIntyre等人引用，1998)在第一语言交际中提出的。然而，McCroskey将他早期的交际恐惧框架(CA，以下简称CA)应用到包括日语在内的第二语言语境中(McCroskey等人。1985年)。McCroskey等人。(1985)调查了说日语和英语的日本学生中作为WTC的主要结构的CA的水平。结果表明，日本大学生在两种语言中都有很高的顺应性，这与波多黎各学生研究中西班牙语和英语在顺应性上的巨大差异形成了鲜明对比(McCroskey等，1985)。这些研究暗示了考虑文化规范的重要性。本研究的目的是通过对西克等人修订的WTC测验进行测量，找出哪些动机因素可以预测学生的交际意愿。(2000)，并通过计算机英语交际评估系统(CASEC)测试英语水平。2.0方法2.1对象来自日本某护理学院的32名学生参加了本研究。28名参与者(87.5%)是女性；4名(12.5%)是男性。他们的年龄从19岁到24岁不等，平均年龄20.46岁。根据他们的自我报告，他们的英语水平水平从三年级到二年级英语水平测试(STEP)和托业考试从400到700不等；然而，他们都参加了本次研究的CASEC测试。2.2工具使用三种工具：动机问卷、WTC测验和CASEC。
This study investigates how the motivational factors, willingness to communicate (WTC) and English proficiency are related with one other, based on the date collected via motivation questionnaire, WTC test and computerized assessment tool. The results indicated that WTC and English proficiency are not correlated; language anxiety, instrumental orientation and extroversion may predict WTC in English, while self-confidence, integrative orientation may predict English proficiency. 1.0 Purpose Many language-teaching professionals agree that motivation is a key part of the process of learning a second or foreign language. However, in a real situation, outside of the classroom in particular, where the language learners are exposed, motivation and proficiency are not necessarily sufficient for them to start communication. They actually have to initiate or participate in communication in their less familiar language. The notion of Willingness to Communicate (WTC hereafter), which is the intention to initiate communication, will be useful in investigating why the standard of Japanese communicative competence in English cannot be perceived to be good enough to survive in the present globalized society. Among few researchers who have investigated WTC, Yashima (2002) examined how affective variables such as attitude (international posture), English learning motivation, English communication confidence, influence WTC in English in the Japanese context. The structural equation model clarifies that attitude influences motivation and WTC; motivation influences proficiency and self-confidence; self-confidence influences WTC. Goodness of Fit Index of the model is 0.97, which indicates WTC, motivational constructs and proficiency in English are relevant in accounting for communication in English. The concept of WTC was originally developed in L1 communication by McCroskey and associates (1987), based on Unwillingness to Communicate (Burgoen, J. K., 1976, cited by MacIntyre et al., 1998). McCroskey, however, applied his earlier framework of Communication Apprehension (CA, hereafter) into the second language context including Japan (McCroskey et al. 1985). McCroskey et al. (1985) investigated levels of CA, which is the main construct of WTC, among Japanese students in speaking Japanese and English. The results showed a high degree of CA in both languages among Japanese college students, in the contrast of the big discrepancy in CA between Spanish and English in the research on Puerto Rican students (McCroskey et al., 1985). These studies imply the importance of consideration about cultural norms. The purpose of this study is to find out which motivation factors may predict students’ willingness to communicate measured by WTC test modified from Sick et al. (2000) and English proficiency measured by Computerized Assessment System of English Communication (CASEC). 2.0 Methods 2.1 Participants Thirty-two students of a nursing college in Japan participated in this study. Twenty-eight of the participants (87.5 %) were female; and four (12.5 %) were male. They were from 19 to 24 years old, with an average age of 20.46. According to their self reports, their English proficiency levels varied from the Third Grade to Second Grade of English Proficiency Test (STEP) and from 400 to 700 on the TOEIC test; however, all of them took the CASEC test for this study. 2.2 Instrumentation Three instruments were used: the motivation questionnaire, WTC test, and CASEC.