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Institution

University of West London

EducationLondon, Ealing, United Kingdom
About: University of West London is a education organization based out in London, Ealing, United Kingdom. It is known for research contribution in the topics: Health care & Population. The organization has 1011 authors who have published 2375 publications receiving 50092 citations.


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Journal ArticleDOI
TL;DR: In this article, the authors provide an account of the linguistic, communicative, and social psychological variables that might affect one's "willingness to communicate" and suggest potential relations among these variables by outlining a comprehensive conceptual model that may be useful in describing, explaining and predicting L2 communication.
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.

1,533 citations

Journal ArticleDOI
TL;DR: These guidelines (epic3) provide comprehensive recommendations for preventing HCAI in hospital and other acute care settings based on the best currently available evidence, and the synopses of evidence underpinning the guideline recommendations have been updated.

1,381 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine les critiques concernant cette mode actuelle de lenseignement de la langue en matiere de communication, and passe en revue les theories and les recherches qui decrivent ses limites and ses qualites.
Abstract: L'enseignement base sur des travaux est un domaine ayant pris de l'importance depuis les 10 dernieres annees. Dans cet article, l'A. examine les critiques concernant cette mode actuelle de l'enseignement de la langue en matiere de communication, et passe en revue les theories et les recherches qui decrivent ses limites et ses qualites. Il propose ensuite un cadre permettant d'habiliter les enseignants a appliquer ce type d'instruction et d'eviter ainsi certains dangers qu'il comprend

1,353 citations

Journal ArticleDOI
TL;DR: Zolt n Dornyei et al. as mentioned in this paper presented a Motivation in Second and Foreign Language Learning: Motivation for second and foreign language learning, 1998, Volume 31, Issue 03 / July 1998, pp 117 ­ 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009
Abstract: Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 ­ 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117­135 doi:10.1017/S026144480001315X Request Permissions : Click here

1,257 citations

Journal ArticleDOI
TL;DR: The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity, However, a more complex relationship was discovered between planning and accuracy, and interactions were found between task type and planning conditions.
Abstract: This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues.

986 citations


Authors

Showing all 1040 results

NameH-indexPapersCitations
Peter Franks9253536485
John R. Hughes8643129682
Zoltán Dörnyei6813434946
Peter Salmon6330913545
Michael Walker6131914864
Mohan Edirisinghe6045613542
Tim Lang5415811448
Muhammad Naveed5434610376
Wing Bun Lee534549783
Zoran Kapelan472928455
Duncan Stewart461397363
Andy J. Keane4630113753
Savvas A. Tassou452427398
Robin L. Willson451137270
Angela McRobbie4512112023
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
202327
202235
2021203
2020213
2019186
2018150