Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.) by H. Douglas Brown

6. Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English

The purpose of the present study was to examine the relations between emotions, classroom environment, and willingness to communicate (WTC) using the advanced quantitative methodological procedure of doubly latent multilevel analysis. To this end, 1528 secondary school students from 65 different classrooms in Iran participated in the study. Results of the doubly latent multilevel analysis showed that a positive classroom environment is related to fostering WTC and enjoyment, while it reduces anxiety among students. Moreover, enjoyment was found as an important factor in increasing WTC at both student and classroom level, while anxiety reduced WTC only at the student level. Finally, the results of the study are discussed and pedagogical implications are provided for language teachers.

Role of the emotions and classroom environment in willingness to communicate: applying doubly latent multilevel analysis in second language acquisition research

Towards an ecological understanding of willingness to communicate in EFL classrooms in China

This study involves a large-scale investigation of willingness to communicate (WTC) in Chinese English-as-a-foreign-language (EFL) classrooms. A hypothesized model integrating WTC in English, communication confidence, motivation, learner beliefs, and classroom environment was tested using structural equation modeling. Validation of the measurements involved exploratory factor analyses on the dataset collected in a pilot study and confirmatory factor analyses in the main study. The results show that classroom environment predicts WTC, communication confidence, learner beliefs, and motivation. Motivation influences WTC indirectly through confidence. The direct effect of learner beliefs on motivation and confidence is identified. The model provides an adequate fit to the data, indicating the potential to draw on individual and contextual variables to account for classroom communication.

Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context

Willingness to communicate in a second language (L2 WTC) has recently become an important concept across disciplines of second language acquisition (SLA) and communication. It has been proposed that pedagogic goals should be to increase learners’ L2 WTC so as to facilitate language learning. Incorporating the Canadian social psychological approach to L2 learning, extant research has suggested that integrative motivation is related to L2 WTC. This study examines the relationship between L2 WTC and integrative motivation among 174 college students attending an intensive English language program in China. This study is based on a hybrid framework of the WTC model and the socio-educational model. Correlational analysis and multiple regression are used to explore the predictive effect of integrative motivation on L2 WTC. It was

https://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume02/article02.pdf

Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China

This study explored the interrelationships between the three components of second language (L2) motivational self system (i.e., ideal L2 self, ought-to L2 self, and L2 learning experience), international posture, L2 anxiety, and willingness to communicate (WTC) using structural equation modeling. Questionnaire data were collected from 1,013 university students in China. The results showed that ideal L2 self was predicted by learning experience, ought-to L2 self, and international posture. Ideal L2 self and ought-to L2 self exerted, respectively, a negative and positive effect on L2 anxiety. L2 WTC was found to encompass two distinct factors: WTC inside and outside the classroom. The former was predicted by L2 anxiety, learning experience, and international posture, whereas the latter had international posture as its only direct predictor. This model marks the first step toward drawing on L2 motivational self system to account for foreign language learners’ communication intention from the perspective of an imagined global community.

L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective

Part 1. The Research of Willingness to Communicate in a Second Language 1. Introduction 2. Hybrid Perspectives on WTC in an L2 Part 2. The Big Picture: Interrelationships between WTC, Communication Confidence, Motivation, Learner Beliefs, and Classroom Environment (Phase 1: Questionnaire Survey) 3. Dimensions of WTC, Confidence, Motivation, Beliefs, and ClassroomEnvironment 4. Interrelationships between WTC, Confidence, Motivation, Beliefs, and Environment on WTC: A Full Structural Model Part 3. A Situated Lens: WTC Fluctuations over Time and Across Classroom Situations (Phase 2: A Multiple-Case Study) 5. Four Cases and Their WTC Fluctuations 6. Distal and Proximal Influences on WTC Fluctuations Part 4. Blending "Apple Juice" and "Orange Juice": Integration of Overall Findings 7. WTC Inside the Language Classroom and Beyond 8. Concluding Remarks References Appendix 1. Factor Loadings Appendix 2. Questionnaire Appendix 3. Correlation Matrix for the Structural Model Appendix 4. Interview Guide Appendix 5. Classroom Observation Scheme Appendix 6. Learning Journal Framework Appendix 7. Coding Scheme Index

Jian-E Peng

Papers

Willingness to Communicate in English: A Model in the Chinese EFL Classroom Context

Towards an ecological understanding of willingness to communicate in EFL classrooms in China

Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China

L2 Motivational Self System, Attitudes, and Affect as Predictors of L2 WTC: An Imagined Community Perspective

Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective