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    Making Asian learners talk : encouraging willingness to communicate

    Vongsila, Vatsana; Reinders, Hayo

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    article - 2016 - RELC (wtc).pdf (1.184Mb)
    Date
    2016
    Citation:
    Vongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate RELC Journal, 43(3), pp.1-17. DOI: 10.1177/0033688216645641
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3553
    Abstract
    Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) before they will engage in L2 interaction (Macintyre et al., 1998). Teachers can play an important role in helping learners to develop WTC (Dörnyei, 2007), however, since research into this topic is relatively recent, not much is known about how teachers go about this process. For this reason, the present study investigated teachers’ perceptions of their role in fostering WTC through interviews and questionnaires and compared these with observations of their classroom practices. The research was conducted in New Zealand ESOL class that focused predominantly on communicative skills, catering mostly to Asian learners. The results showed that teachers believed they play a key role in helping learners to develop WTC and identified a range of strategies they used in class. Classroom observations confirmed the use of some strategies although no explicit encouragement of language practice outside the classroom was made. This paper identifies some possible reasons for this mismatch and concludes with practical recommendations for ESOL teachers who wish to support learners’ WTC.
    Keywords:
    willingness to communicated (WTC), teachers' beliefs, interaction, teachers' perceptions, output, Asian students
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
    Copyright Holder:
    Authors

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    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Journal Articles [247]

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