Showing papers on "Communication apprehension published in 2002"
TL;DR: In this article, the authors examined relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context using the WTC model and the socioeducational model as a framework.
Abstract: Willingness to communicate (WTC) is emerging as a concept to account for individuals’ first language (L1) and second language (L2) communication. This study examined relations among L2 learning and L2 communication variables in the Japanese English as a foreign language context using the WTC model and the socioeducational model as a framework. A L2 communication model was constructed and tested using AMOS version 4.0, with a sample of 297 Japanese university students. In the model, a latent variable, international posture, was hypothesized to capture the general attitude toward the international community and foreign language learning in Japan. From structural equation modeling, it appeared that international posture influences motivation, which, in turn, influences proficiency in English. Motivation affected self-confidence in L2 communication which led to willingness to communicate in a L2. In addition to this indirect path, a direct path from international posture to WTC in a L2 was significant. The model’s fitness to the data was good, which indicates the potential for using the WTC and other constructs to account for L2 communication.
1,019 citations
TL;DR: In this article, the effects of language, sex, and grade on willingness to communicate (WTC), anxiety, perceived communication competence, and frequency of communication in French and on attitude/motivation variables are examined globally and at each grade level.
Abstract: The students who participate in immersion education are an impressive group. In the present study we looked at students in a junior high school in Nova Scotia. In the local area, English is far and away the dominant language, though there are French-speaking communities within a 2-hr drive and Canada is an officially bilingual country. Therefore, the students are not in a “foreign” language-learning environment, but in all probability, they are not likely to encounter spoken French in their daily lives. The students have all the challenges of adolescence to contend with: moving from an elementary to a junior high school in grade 7, the wonders of puberty, growing academic expectations from teachers, demands from school administration to speak only French while at school, and the burgeoning social life of a newly minted teenager. On top of all this, participants in this research are required to give up their well-developed native language, English, and undertake to be educated in a second language, French. Impressive.
The present study reports a cross-sectional investigation of second language communication among students in a junior high French late immersion program. The effects of language, sex, and grade on willingness to communicate (WTC), anxiety, perceived communication competence, and frequency of communication in French and on attitude/motivation variables are examined globally and at each grade level. Most of these variables have been widely studied among adult learners, most often at the university level. The present study attempted to look at a much younger group to examine the patterns earlier in the language learning process.
We found that students’ second language WTC, perceived competence, and frequency of communication in French increased from grades 7 to 8 and that these increases were maintained between grades 8 and 9, despite a drop in motivation between grades 7 and 8 and a steady level of anxiety across the three grades. Gender differences in language anxiety were observed across the three grades. Contrary to our expectations, compared to girls, boys reported more anxiety in grade 9. However, the differences between WTC across the first and second language narrowed as students progressed through the program. [The present article first appeared in Language Learning, 52(3), 2002, 537–564]
507 citations
TL;DR: This paper investigated the relationships among students' perceptions of their second language (L2) writing anxiety and various learner differences and among L2 writing anxiety, and other forms of language anxiety.
Abstract: This study investigated the relationships among students' perceptions of their second language (L2) writing anxiety and various learner differences and among L2 writing anxiety and other forms of language anxiety. Four language anxiety scales and a background information questionnaire were used to collect data. Regression analysis results indicated that perceived L2 writing competence predicts L2 writing anxiety better than L2 writing achievement does. Correlation analysis results suggested that L2 writing anxiety is distinct from L1 writing anxiety. ANOVA results demonstrated that female students in this study reported experiencing significantly higher levels of L2 writing anxiety than male students. No significant difference in reported anxiety level was found among freshmen, sophomores, and juniors, although L2 writing anxiety appeared to increase linearly with increased time of study. The findings suggest that, for foreign language teachers, fostering students' positive and realistic perception of their writing competence is as important as developing students' writing skills. Furthermore, the results indicate a need for further research on the development of L2 writing anxiety and the relationship between L1 and L2 writing anxiety.
342 citations
TL;DR: In this paper, the psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different, and it was found that negative affect associated with perceived linguistic and cultural barriers were determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments.
278 citations
Book•
23 Jul 2002
TL;DR: In this article, the authors present a model of self-construals in the context of conflict management in the U.S. and discuss the influence of culture on self-disclosure.
Abstract: I. INTRODUCTION 1. "Who am I?": Cultural Variations in Self-Systems Evolution of Western Self-Construction: "America's Civil Religion" Interdependent Self-Construals-An Alternative Framework 2. Independent and Interdependent Models of the Self as Cultural Frame 3. Why Self-Construals are Useful Parismony of Explanation: Impact of Culture Cultural Relativity of Communication Theories ii. CULTURAL RELATIVITY OF COMMINCATION CONSTRUCTS AND THEORIES: "U.S.- CENTRISM" 4. "Communication Apprehension": "Deficiency" or "Politeness"? Motivation to "Avoid" Verbal Communication Traditional View: Communication "Avoidance" as a Deficiency Communication Avoidance Stemming from a Sensitivity to Social Contexts Implications 5. Motivation to "Approach" Verbal Communication: Is Communication Approach Always Healthy? Assertiveness: "Standing up for your own Rights" Argumentativeness: A Subset of Assertiveness Critique and Summary 6. Conflict Management Styles: Is Avoidance Really a "Lose-Lose"? Prior Conflict Management Typologies Individualistic Bias in Past Conceptualizations of Conflict Styles 7. Cognitive Consistency: A Cultural Assumption? Fundamental Assumptions of Cognitive Dissonance Theory Is Cognitive Dissonance a Culture-Bound Concept? 8. Attitude-Behavior Consistency: Cultural Ideal of the Individualistic Society Predicting Behaviors: Deemphasizing Situations Over Attitudes Emphasizing Other Sources of Behavior 9. Susceptibility to Social Influence: Conformity or "Tact"? An Eco-Cultural Explanation of Conformity Conformity as "Social Sensitivity," Independence as "Insensitivity" 10. Internal Control Ideology and Communication: Are Internals "Good Guys" and Externals "Bad Guys"? Internal Control Ideology Relationship between Locus of Control and Communication Ideology 11. Deceptive Communication: Moral Choice or Social Necessity? Deception as a Moral Issue: Independent Perspective Deception as a Social Necessity: Interdependent Perspective 12. Self-Disclosure: Bragging vs. Negative Self-Disclosure Motivational Influences on Styles of Self-Disclosure 13. Silence: "Is It Really Golden?" Silence as Malfunctioning of (Human) Machines Neglected Component of Human Communication: Silence 14. Acculturative Communication Competence: Who Bears the Burden of Adjustment? Assimilation Model: "Marginal Man [sic]" Perspective Alternation Model: Bicultural Perspective Host Communication Competence: One-Way Assimilation Bicultural Communication Competence: Alternation Model III. TOWARDS A BI-DIMENSIONAL MODEL OF CULTURAL IDENTITY 15. The Sources of Dualism: Mechanistic Cartesian Worldview Bias Toward "Yang" Communication Behaviors Particle/Wave Paradox: Implications of Personhood for Human Communication 16. Dimensionality of Cultural Identity Unidimensional Model of Self-Construals Bi-dimensional Model of Self-Construals Support for the Bi-dimensional Model Formation of Bicultural Identity IV. CONCLUSION-TOWARDS MODELS OF MATURITY 17. Into the Future: Implications for Future Inquiry Postscript References
164 citations
01 Mar 2002
TL;DR: Results provide empirical support for the relationships explored and explain about 40% of variance in relative advantage of a GSS meeting vis-a-vis a traditional face-to-face meeting.
Abstract: Studies of the effect of individual differences on usage of information systems have yielded mixed results. This study examines the effect of individual differences on the perceived relative advantage (a concept akin to perceived usefulness) of using Group Support Systems (GSS) over traditional face-to-face meetings. Specifically, the current field study investigates the effect of oral and writing communication apprehension, computer anxiety, and personal innovativeness on perceptions of relative advantage of a GSS. Results provide empirical support for the relationships explored and explain about 40% of variance in relative advantage of a GSS meeting vis-a-vis a traditional face-to-face meeting.
129 citations
TL;DR: The authors explored the relationship between family communication patterns and reticence and found that reticent individuals reported a significantly lower level of conversation orientation within their families than members of a comparison group.
Abstract: The primary goal of this investigation was to explore the relationship between family communication patterns and reticence. Students of the Penn State University Reticence Program were asked to complete the Revised Family Communication Patterns instrument (Ritchie & Fitzpatrick, 1990). Results revealed that reticent individuals reported a significantly lower level of conversation orientation within their families than members of a comparison group.
77 citations
TL;DR: Some of the contributions of the discipline of Communication have been reviewed with an eye toward their contributions to the larger Scholarship of Teaching and Learning as discussed by the authors, which is distinguished from Communication Education, but the two are seen as highly related.
Abstract: Some of the contributions of the discipline of Communication are reviewed with an eye toward their contributions to the larger Scholarship of Teaching and Learning. This scholarship, frequently referred to as the study of Communication in Instruction or Instructional Communication, is distinguished from Communication Education, but the two are seen as highly related. Contributions discussed are the impact of student communication apprehension and willingness to communicate on classroom communication, the roles of teachers' nonverbal immediacy, clarity, and socio-communicative style on students' affective and cognitive learning, and the outcomes of communication designed to exercise power and influence in the classroom. It is argued that the study of subject matter content, pedagogy, and instructional communication are of equal importance in preparing an individual to be an effective educator in any field and at any level of instruction. The discipline of Communication has much to offer to the Scholarship ...
65 citations
TL;DR: In this article, the authors examined the trends and relationships among communication apprehension, selfefficacy, and self-perceived public speaking competence (SPPSC), and impact on course grade, for 304 students enrolled in a basic public speaking course.
Abstract: The study examined the trends and relationships among communication apprehension (CA), self‐efficacy (S‐E), and self‐perceived public speaking competence (SPPSC), and impact on course grade, for 304 students enrolled in a basic public speaking course. Respondents completed McCroskey's (1982) Personal Report of Communication Apprehension (PRCA‐24), the Self‐Efficacy scale (S‐E Scale) (Pintrich and DeGroot's, 1990), and the Self‐perceived Public Speaking Competency scale (SPPSC Scale) (Ellis, 1995), based on the National Communication Association's (NCA) “Competent Speaker Speech Evaluation Form” (Morreale, 1990). Results indicated significant changes occurred in CA, S‐E, and SPPSC levels throughout the semester. However, only S‐E at mid‐semester and semester's end predicted grade.
54 citations
TL;DR: The authors found that the motives of relational, participation, and functional are negatively related to communication apprehension, and that people with high apprehension talk less, are less motivated, and are less successful than students low in communication apprehension.
Abstract: People with high communication apprehension talk less and are less satisfied in their communication with others. In the classroom, students high in communication apprehension talk less, are less motivated, and are less successful than students low in communication apprehension. The intention of this study was to focus on how students’ trait communication apprehension was related to their motives for communicating with their instructors. Findings show that the motives of relational, participation, and functional are negatively related to communication apprehension.
36 citations
01 Aug 2002
TL;DR: In this article, the authors examine how evaluation apprehension can inhibit knowledge exchange, an essential component of effective knowledge management, and find that the fear that one may be critiqued may inhibit knowledge sharing.
Abstract: Evaluation apprehension (the fear that your work or performance may be critiqued) can inhibit knowledge exchange, an essential component of effective knowledge management. The current study examine...
TL;DR: This paper investigated the relationship between self-construals, family and teacher communication patterns, and communication apprehension among college students in Taiwan and found that individuals who held more independent views of the self and who received more encouragement from their teachers to speak up were less likely to be highly apprehensive in communication.
Abstract: The purpose of this study was to investigate the relationships between self‐construals, family and teacher communication patterns, and communication apprehension (CA) among college students in Taiwan. This study surveyed 203 students who were enrolled in a required course at a large University in northern Taiwan. Participants completed the Chinese‐version of self‐report measures of communication apprehension, self‐construals, family communication patterns, and teacher communication patterns. The results indicated that independent self‐construals and conversation‐oriented teacher communication patterns were negatively related to CA among Taiwan college students. Individuals who held more independent views of the self and who received more encouragement from their teachers to speak up were less likely to be highly apprehensive in communication.
TL;DR: In this paper, the authors examined communication competence, cultural awareness, and communication apprehension of UK teachers in a British curriculum international school in Bangkok, Thailand and found that the respondents had a high level of self-reported communication competence and high levels of cultural awareness.
Abstract: Cross‐cultural communication competence is a key issue in teaching in international schools. Cultural awareness issues are likely to play a role in how effectively the expat teachers in international schools are able to teach. This research examines communication competence, cultural awareness, and communication apprehension of UK teachers in a British curriculum international school in Bangkok, Thailand. Generally, the respondents have a high level of self‐reported communication competence, high levels of cultural awareness, and low communication apprehension. Although the sample size in this pilot work is small, the data do seem to show that intercultural awareness is related to communication competence, and that it is also related to communication apprehension, which itself relates to communication competence. This is an important issue for future research.
Journal Article•
Journal Article•
TL;DR: The Child-Parent Communication Apprehension Scale for Young Adults (C-PCA, YA) as discussed by the authors was developed to measure a young adult's communication apprehension regarding both mother and father.
Abstract: The empirical development of a Child-Parent Communication Apprehension scale for use with young adults (C-PCA, YA) is presented, along with tests of conceptual and predictive validity An argument is made for the need to develop an instrument that distinguishes between a young adult's anxiety, or apprehension, about engaging in communication with his or her mother and father, or both, and general measures of parent-child interaction Results indicate that the 12-item measure of C-PCA, YA developed for this research project is (a) a reliable measure of a young adult child's communication apprehension regarding both mother and father, (b) empirically distinct from both general parent-child communication and dyadic communication apprehension, and (c) useful for predicting satisfaction in the parent-child relationship, above and beyond general measures of parent-child interaction Understanding and measuring the characteristics of young adults who are apprehensive about communicating with their parents are im
TL;DR: Speaking and writing apprehension seem to represent skill-specific constructs, which cannot be considered as equivalent forms of communication apprehension, and differences between schools in the level of speaking and writing apprehensions were very small compared to measurements ofspeaking and writing performance.
Abstract: Background: This article addresses the question whether communication apprehension (CA) should be regarded as a unidimensional or alternatively as a multidimensional construct. The answer is not only interesting from a theoretical point of view. There might also be practical implications for the treatment of CA. If CA were to appear to be unidimensional and a student's level of CA were to be the same across situations and tasks, there would be no need to tailor the treatment to particular speaking situations or specific writing problems. If, however, CA appeared to be multi-dimensional and a student might have a variety of different levels and types of CA, one type of treatment might be more effective for one student than for another one.
Aim: To examine the effects of situational, task and school effects on speaking and writing apprehension.
Sample: Use was made of the dataset of the 1987-1988 National Assessment of Language Performance in the Netherlands. The nationally representative sample consisted of 1448 students from 184 secondary schools; 52% of the students were boys and 48% were girls; the mean age of the students was 15 years 6 months.
Method: Speaking and writing apprehension were measured by means of self-report measures in grade 9. Multilevel factor analysis (MLFA) was used to determine the dimensionality of the measurement of speaking and writing apprehension.
Results and conclusions: First, all seven speaking situations and three out of four writing problems could be distinguished empirically. Speaking and writing apprehension are clearly multidimensional constructs that depend on the speaking situation and the writing task. Second, correlations between speaking and writing apprehension were rather low. Speaking and writing apprehension seem to represent skill-specific constructs, which cannot be considered as equivalent forms of communication apprehension. Third, differences between schools in the level of speaking and writing apprehension were very small compared to measurements of speaking and writing performance.
TL;DR: In this paper, the authors examined whether paradoxical intention, an intervention for stage fright and other problems, impacts communication apprehension (CA) using a pretest/post-test design.
Abstract: This investigation examined whether paradoxical intention, an intervention for stage fright and other problems, impacts communication apprehension (CA). Using a pretest/post‐test design, high CA individuals were randomly assigned to paradoxical intention, visualization, placebo, or control conditions. In general, high CAs exposed to the paradoxical intention and visualization conditions reported lower CA levels than those in the placebo and control conditions. The paradoxical intention and visualization conditions did not differ from one another. These findings and their implications are discussed at the conclusion of this report.
TL;DR: In this article, the Stroop Test for Public Speaking Apprehension (PSA) was designed to test an indirect measure of public speaking apprehension, and participants' responses were correlated with responses to state communication apprehension (CA), trait CA, imagery control, and dogmatism scales.
Abstract: This study was designed to test an indirect measure of public speaking apprehension (PSA) because direct measures of public speaking apprehension are problematic in certain circumstances. To this end, participants’ responses to the Stroop Test for Public Speaking Apprehension were correlated with participants’ responses to state communication apprehension (CA), trait CA, imagery control, and dogmatism scales. It was expected that the Stroop Test would be correlated with state and trait CA but not with imagery and dogmatism. Also, since the Stroop Test measures PSA in an indirect fashion, the respondents were not expected to identify the test as a measure of public speaking apprehension. Further, the Stroop Test for PSA was expected to exhibit acceptable test/retest reliability. The data gathered for this study confirmed these expectations. It appears the Stroop Test is an indirect, reliable, and valid way to measure PSA.
TL;DR: In this article, Strelau's Pavlovian temperament theory is applied to the problem of communication apprehension and the underlying biological predispositions for behavior called temperament, and the results suggest a moderate level of interdependence between communication apprehension with several facets of PavlovIAN temperament.
Abstract: Recently, communication scholars have become interested in relationships between communication apprehension and the underlying biological predispositions for behavior called temperament. The resulting communibiological paradigm is said to account for individual differences in communicative behavior and adaptation to speaking situations. Because temperament is conceived as a multidimensional construct, the precise biologically determined predispositions influencing temperamental expression are yet to be discovered. In this research, Strelau's Pavlovian temperament theory is applied to this problem. Facets of the Pavlovian Temperament Survey were related to McCroskey's (1978) Personal Report of Communication Apprehension. Results suggest a moderate level of interdependence between communication apprehension and several facets of Pavlovian temperament.
TL;DR: This article found that the Personal Report of Interethnic Communication Apprehension (PRECA) was negatively associated with participants' communication satisfaction and positively associated with their anxiety following interactions with individuals from other ethnic groups.
Abstract: The purpose of this study was to assess the predictive validity of the Personal Report of interethnic Communication Apprehension (Neuliep & McCroskey, 1997). The PRECA was found to be negatively associated with participants’ communication satisfaction and positively associated with their anxiety following interactions with individuals from other ethnic groups. The PRECA was also found to be a better predictor of these outcomes than the more general measure of communication apprehension, the PRCA‐24 (McCroskey, 1982). However, High ECAs who interacted with a different ethnicity partner did not differ in their communication satisfaction or anxiety from those who interacted with someone of the same ethnicity. Our findings, therefore, provide only mixed support for the utility of the PRECA.
01 Jan 2002
TL;DR: In this paper, the authors propose a novel approach to solve the problem of homonymity in homophily, i.e., homophysphysphy.v.
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