Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context
Designing a Tool for Measuring the Interrelationships between L2 WTC, Confidence, Beliefs, Motivation, and Context
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设计一个工具来衡量 L2 WTC、信心、信念、动机和背景之间的相互关系
DOI：
10.1007/978-3-319-30373-4_2
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
M. Pawlak
中科院分区：
文献类型：
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作者：
A. Mystkowska;M. Pawlak
自1998年MacIntyre，Clément，Dörnyei和Noels(1998)提出了语言的心理、语言、教育和交际维度的概念以来，关于语言学习者交际意愿的研究获得了发展，其相互作用是一个人使用目的语的愿望的基础。对这一概念的重要性及其对学习过程结果的潜在影响的认识已经产生了大量的研究，特别是在中国和日本的背景下，这些研究要么试图检验和验证麦金太尔等人的S(1998年)模型，要么扩大了一系列促进或阻碍课堂内外交流的因素。本研究是一个研究项目的第一阶段，旨在调查波兰学生的英语课堂内外语言交际能力与交际信心、学习者信念、课堂环境、国际姿态、理想的二语自我和应该的二语自我等个体和语境变量之间的关系。更具体地说，它试图建立八个量表的心理测量学属性，这些量表经过调整，以反映波兰教育背景的现实和外语系英语教学的特殊性。由于分析提供了量表和整个工具高度可靠的证据，因此决定保留所有原始条目，以便在随后的研究中通过因素分析进一步验证它们。
The study of language learners’ willingness to communicate (WTC) has gained momentum since 1998 when MacIntyre, Clément, Dörnyei, and Noels (1998) presented a conceptualization of an amalgam of psychological, linguistic, educational, and communicative dimensions of language whose interplay underlies a person’s wish to use the target language. The recognition of the importance of the concept as well as its potential to impinge on the outcomes of the learning process have generated a multitude of studies, especially in Chinese and Japanese contexts, which either attempt to test and verify MacIntyre et al.’s (1998) model or expand the array of factors that promote or hinder communication, both in the classroom and outside. The study reported in the present paper constitutes the first stage of a research project aimed to investigate the relationship between Polish learners’ in-class and out-of-class WTC in English and a number of individual and contextual variables which can be seen as its antecedents, such as communication confidence, learner beliefs, classroom environment, international posture, ideal L2 self, and ought-to L2 self. More specifically, it sought to establish the psychometric properties of eight scales that were adjusted to reflect the realities of the Polish educational context and the specificity of English instruction in foreign languages departments. Since the analysis provided evidence for high reliability of the scales and the entire tool, a decision was made to retain all the original items so that they could be further verified by means of factor analysis in subsequent studies.