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Fluctuations in Learners’ Willingness to Communicate During Communicative Task Performance: Conditions and Tendencies

100%
Mystkowska-Wiertelak A., Pawlak M.
Research in Language
|
2014
|
vol. 12
|
issue 3
245-260
EN
A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data - selfratings and surveys - allow looking at the issue from a number of perspectives.
2
Publication available in full text mode
Content available

Fluctuations in Learners’ Willingness to Communicate during Communicative Task Performance: Conditions and Tendencies

100%
Mystkowska-Wiertelak A., Pawlak M.
Research in Language
|
2014
|
vol. 12
|
issue 3
245-260
EN
A person’s willingness to communicate (WTC), believed to stem from a combination of proximal and distal variables comprising psychological, linguistic, educational and communicative dimensions of language, appears to be a significant predictor of success in language learning. The ability to communicate is both a means and end of language education, since, on the one hand, being able to express the intended meanings in the target language is generally perceived as the main purpose of any language course and, on the other, linguistic development proceeds in the course of language use. However, MacIntyre (2007, p. 564) observes that some learners, despite extensive study, may never become successful L2 speakers. The inability or unwillingness to sustain contacts with more competent language users may influence the way learners are evaluated in various social contexts. Establishing social networks as a result of frequent communication with target language users is believed to foster linguistic development. WTC, initially considered a stable personality trait and then a result of context-dependent influences, has recently been viewed as a dynamic phenomenon changing its intensity within one communicative event (MacIntyre and Legatto, 2011; MacIntyre et al., 2011). The study whose results are reported here attempts to tap into factors that shape one’s willingness to speak during a communicative task. The measures employed to collect the data – selfratings and surveys – allow looking at the issue from a number of perspectives.
3
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Gesprächslinguistische und didaktische Überlegungen zur kommunikativen Aufgabe der Bedarfsermittlung im Rahmen von Beratungs-, Verkaufs- und Servicevorgängen

88%
KIEFER K.-H.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 13
15-30
EN
This paper is an attempt to illustrate the role of needs assessment as a constitutive linguistic-communicative task of the professional fields of consulting, sales and service, and simultaneously a plea for greater consideration in school and academic learning contexts
4
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Nauczanie gramatyki języka obcego a podejście zadaniowe

63%
Pawlak M.
Neofilolog
|
2021
|
issue 57/1
79-100
EN
While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.
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