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To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom

Zhang, J.; Beckmann, N.; Beckmann, J.F.

To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom Thumbnail


Authors

J. Zhang



Abstract

Willingness to communicate (WTC) used to be seen as a stable, trait-like communicative tendency; however, in the field of second language acquisition (SLA), attention has recently shifted to its more dynamic, state-like components. This article systematically reviews the literature on the situational antecedents that might contribute to variation in WTC. It aims specifically at furthering our understanding of the interaction between WTC and the learning situation. After searching major databases (Web of Science, ERIC and the British Education Index), findings of 35 studies were analyzed. Different kinds of situational antecedents of WTC suggested in these studies were then systematically organized into a multi-layered framework. The framework raises awareness of the role of the learning situation, and how the learning situation is perceived by second language learners. The framework has the potential to guide future research by offering a more comprehensive and systematic approach to the study of situational antecedents of WTC and the dynamic processes that underpin WTC.

Citation

Zhang, J., Beckmann, N., & Beckmann, J. (2018). To talk or not to talk: A review of situational antecedents of willingness to communicate in the second language classroom. System, 72, 226-239. https://doi.org/10.1016/j.system.2018.01.003

Journal Article Type Article
Acceptance Date Jan 6, 2018
Online Publication Date Feb 10, 2018
Publication Date Feb 10, 2018
Deposit Date Jan 19, 2018
Publicly Available Date Feb 10, 2020
Journal System
Print ISSN 0346-251X
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 72
Pages 226-239
DOI https://doi.org/10.1016/j.system.2018.01.003

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