Classroom versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Autor/inn/en	Denies, Katrijn; Yashima, Tomoko; Janssen, Rianne
Titel	Classroom versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders
Quelle	In: Modern Language Journal, 99 (2015) 4, S.718-739 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12276
Schlagwörter	Foreign Countries; Structural Equation Models; Second Language Learning; Second Language Instruction; French; Indo European Languages; Teaching Methods; Correlation; Communication (Thought Transfer); Role; Language Proficiency; Listening Comprehension Tests; Standardized Tests; Belgium + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Indoeuropäisch; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Communication; thought; Kommunikation; Gedanke; Rollen; Language skill; Language skills; Sprachkompetenz; Hörverstehensübung; Standadised tests; Standardisierter Test; Belgien
Abstract	This study investigates willingness to communicate (WTC) and its determinants through structural equation modelling (SEM). Building on models by MacIntyre and Charos (1996) and Yashima (2002), it addresses 3 apparent gaps in the current knowledge base: It is the first SEM-based WTC study in a Western European context, investigating French as a second language in a representative sample of over 1,000 grade 12 students in Flanders, the Dutch-speaking part of Belgium; it is among the few studies that compare classroom WTC with WTC outside the classroom; and it investigates the underexplored relationship between WTC and language proficiency through extensive standardized listening tests. Among the study's findings are that classroom WTC is a strong predictor of WTC outside the classroom; however, in naturalistic settings the role of integrativeness decreases while anxiety levels play a larger role. The study provides new support for several existing suggestions for L2 pedagogy. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01