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dc.contributor.authorVongsila, Vatsana
dc.contributor.authorReinders, Hayo
dc.description.abstractDeveloping 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.en_NZ
dc.publisherAGE Publications for Southeast Asian Ministers of Education Organisation (SEAMEO), Regional Language Centre (RELC)en_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectwillingness to communicated (WTC)en_NZ
dc.subjectteachers' beliefsen_NZ
dc.subjectteachers' perceptionsen_NZ
dc.subjectAsian studentsen_NZ
dc.titleMaking Asian learners talk : encouraging willingness to communicateen_NZ
dc.typeJournal Articleen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationVongsila, V., & Reinders, H. (2016). Making Asian learners talk: Encouraging willingness to communicate RELC Journal, 43(3), pp.1-17. DOI: 10.1177/0033688216645641en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionNational University of Laosen_NZ
unitec.publication.titleRELC Journalen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationNational University of Laosen_NZ

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