Cape Breton University

About: Cape Breton University is a education organization based out in Sydney, Nova Scotia, Canada. It is known for research contribution in the topics: Population & Willingness to communicate. The organization has 619 authors who have published 1420 publications receiving 31265 citations. The organization is also known as: University College of Cape Breton.

Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation

Abstract: Why do some students seek, while others avoid, second language (L2) communication? Many language teachers have encountered students high in linguistic competence who are unwilling to use their L2 for communication whereas other students, with only minimal linguistic knowledge, seem to communicate in the L2 whenever possible. Despite excellent communicative competence, spontaneous and sustained use of the L2 is not ensured. A colleague, who teaches a L2 and whose L2 competence is excellent, is well known to avoid “like the plague” L2 communication in social settings. A related observation is that many learners have noticed that their willingness to communicate (WTC) varies considerably over time and across situations. Our aim in this article is twofold. First we wish to provide an account of the linguistic, communicative, and social psychological variables that might affect one's “willingness to communicate.” As demonstrated in the text below, and examination of WTC offers the opportunity to integrate psychological, linguistic, and communicative approaches to L2 research that typically have been independent of each other. We view the WTC model as having the potential to provide a useful interface between these disparate lines of inquiry. Our second goal is to suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining, and predicting L2 communication. In an effort to move beyond linguistic or communicative competence as the primary goal of language instruction, this article represents an overt attempt to combine these disparate approaches in a common theme, that is, proposing WTC as the primary goal of language instruction.

The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language

Abstract: Previous research has shown language anxiety to be associated with broad-based indices of language achievement, such as course grades. This study examined some of the more specific cognitive processes that may be involved in language acquisition in terms of a three-stage model of learning: Input, Processing, and Output. These stages were represented in a set of nine tasks that were employed to isolate and measure the language acquisition stages. A new anxiety scale was also developed to measure anxiety at each of the stages. Generally, significant correlations were obtained between the stage-specific anxiety scales and stage-specific tasks (e.g., output anxiety with output tasks) suggesting that the effects of language anxiety may be both pervasive and subtle.

ERP implementation: a compilation and analysis of critical success factors

Abstract: Purpose – To explore the current literature base of critical success factors (CSFs) of ERP implementations, prepare a compilation, and identify any gaps that might exist.Design/methodology/approach – Hundreds of journals were searched using key terms identified in a preliminary literature review. Successive rounds of article abstract reviews resulted in 45 articles being selected for the compilation. CSF constructs were then identified using content analysis methodology and an inductive coding technique. A subsequent critical analysis identified gaps in the literature base.Findings – The most significant finding is the lack of research that has focused on the identification of CSFs from the perspectives of key stakeholders. Additionally, there appears to be much variance with respect to what exactly is encompassed by change management, one of the most widely cited CSFs, and little detail of specific implementation tactics.Research limitations/implications – There is a need to focus future research efforts...

Biases in self-ratings of second language proficiency : The role of language anxiety

Abstract: Previous studies have shown a strong link between participants' apprehension about communicating and their perception of communicative competence in both native (L1) and second (L2) languages. This apprehension may intensify when participants communicate in the L2, especially if they believe their level of L2 competence to be very low. This study examines perceived competence in an L2 as a function of actual competence and language anxiety. Thirty-seven young adult Anglophone students, with widely varied competence in French, participated. They completed scales of language anxiety and a modified version of the “can-do” test, which assessed their self-perceptions of competence on 26 French tasks. They then attempted each of those tasks. We found that L2 language anxiety, perceived L2 competence, and actual L2 competence intercorrelated. However, regression analysis with actual proficiency level controlled showed that anxious students tended to underestimate their competence relative to less anxious students, who tended to overestimate their competence. Theoretical and practical implications are discussed.