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  1. 1 Anglica Wratislaviensia

  2. 1 Neofilolog

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  1. 2 Piechurska-Kuciel E.

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  1. 2 2014

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Attributions in High and Low Willingness to Communicate in L2

100%
Piechurska-Kuciel E.
Anglica Wratislaviensia
|
2014
|
issue 52
129 - 146
EN
“Attributions” make up a psychological process that allows the individual to interpret and understand the behavior of others. As such, attributions refer to communicative behavior, enabling us to explain and understand the diversity of meanings given to communicative acts. Foreign language learners’ attributions regarding communication in L2 may be shaped by their willingness to communicate (WTC) in that language. The participants in this study were 609 secondary grammar school students. The results demonstrated that high levels of L2 WTC allow for responsible, internally driven, and stable behavior, firmly grounded in the student’s self-confidence. Learners willing to communicate in L2 demonstrate an unfaltering belief in their own abilities, and can take control of their own learning and fully rely on their hard work, irrespective of the hardships of the FL process. They are able to adapt to new challenges and new resources — a fact that makes them valuable assets to modern society. Conversely, students with low L2 WTC levels display serious maladaptive behaviors. They are not only convinced of their inferior abilities, but also reject investing more effort into their language learning processes. In effect, their self-confidence is extremely low, while their lack of volitional control makes them victims of blind fate governed by an FL context that they cannot understand or countenance. Ultimately it is very hard for them to adapt to new challenges, possibly resulting in fewer chances for success in adulthood.
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POGLĄDY NA NAUKĘ JĘZYKA OBCEGO U OSÓB Z WYSOKĄ I NISKĄ GOTOWOŚCIĄ KOMUNIKACYJNĄ W JĘZYKU ANGIELSKIM

94%
Piechurska-Kuciel E.
Neofilolog
|
2014
|
issue 42/2
241-254
EN
Reflection is understood as an activity which enables the reproduction of past experiences, reflection and meditation about them and their evaluation. One of the most significant features shaping learner reflection may be willingness to communicate in a foreign language – one’s volitional readiness to enter a communicative event in this language. In spite of a wealth of research conducted in this area, it is still unclear why some students are willing to start communication in a foreign language, while others are adamant to avoid it. For the purpose of this paper a qualitative-quantitative study was performed, focusing on four students with very low levels of willingness to communicate in English, and four with very high levels. The research results demonstrate that high willingness is connected with feelings of safety, a tendency to achieve high proficiency and learning satisfaction. On the other hand, low willingness to communicate in English coexists with feelings of threat and unavoidable necessity to surrender to the demands of the educational system.
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