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Dynamics of classroom WTC: Results of a semester study

100%
Mystkowska-Wiertelak A.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
651-676
EN
The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
2

Changing University Language Classroom

100%
Darginavičienė I., Liuolienė A., Tamošiūnienė L., Vaičiūnienė V.
Signum Temporis
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2008
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vol. 1
|
issue 1
63-70
EN
Introduction The article looks into a foreign language teacher situation with the focus on teachers' attitude in the IT classroom.Aim of the Study Related to the EU Structural Funds project "Developing Lifelong Learning Access: Innovative Means and Methods in Teaching Foreign Languages at Mykolas Romeris University". The goal of the project is to provide university students and professors with the possibilities of learning an additional EU working language with the help of a digital laboratory.Materials and Methods Teacher attitude research was carried out with the help of a questionnaire and this article deals with the following statements from the conducted questionnaire: 1) attitude towards the use of IT in foreign language learning, 2) interest in innovative language teaching methods, 3) willingness to experiment and test new methods, 4) attitude to a friendly learning enviroment, 5) concerns with learning outcomes.Results The results of the questionnaire point to the areas of further discussion of what teachers really think in having a media in the classroom and exploiting electronic sources, thus being positive towards progressive methods in teaching.
3
Publication available in full text mode
Content available

Dynamics of classroom WTC: Results of a semester study

100%
Mystkowska-Wiertelak A.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
651-676
EN
The fact that L2 willingness to communicate (WTC) can fluctuate over different time scales is no longer disputed as numerous studies have proved a dynamic rather than trait-like character of the concept (cf. MacIntyre & Legatto, 2011; MacIntyre, Burns, & Jessome, 2011; Mystkowska-Wiertelak & Pawlak, 2014). The changes in the intensity of L2 learners’ readiness to engage in communication in the classroom context have been investigated in a number of studies attempting also to establish factors capable of stimulating or hindering WTC (e.g., Cao & Philip, 2006; Pawlak & Mystkowska-Wiertelak, 2015; Peng, 2014). Many of empirical explorations of L2 learners’ WTC, although representing the ecological perspective, provide solely a snapshot of classroom reality, thus generating a question if such one-at-a-time picture frame can sufficiently accommodate diverse factors that impinge on learners’ readiness to engage in communication. The application of a longitudinal design was thus dictated by the author’s intention to gather information on WTC ebbs and flows not only during single lessons but also continuing over a number of lessons conducted throughout a semester of study, which allowed for exploring a wider spectrum of conditions that affect WTC of advanced learners of English attending speaking classes. Detailed lesson plans, interview and questionnaire data were used to interpret WTC fluctuations reported by the participants at 5-min intervals in the course of 7 lessons. Qualitative and quantitative analysis of the data revealed that the intensity of communicative behaviour depends on an intricate interplay of personal and group-related factors, with a special role ascribed to the instructor whose knowledge of the group characteristics and needs coupled with didactic skills can greatly contribute to increasing WTC in the classroom.
4
Publication available in full text mode
Content available

The role of a teacher in a CLIL classroom

75%
Papaja K.
Glottodidactica
|
2013
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vol. 40
|
issue 1
147-153
PL
CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
5

GOTOWOŚĆ KOMUNIKACYJNA W PRZEBIEGU ZAJĘĆ Z MÓWIENIA W JĘZYKU OBCYM: WYNIKI BADAŃ

71%
Pawlak M., Mystkowska-Wiertelak A.
Neofilolog
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2015
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issue 45/2
157-172
EN
Willingness to communicate (WTC) in a second language is the outcomeof mutual influences of a wide array of psychological, linguistic, educationaland communicative factors, including those that are dependenton a specific situation, such as the character of a particular class or thetask being performed. All of them can increase or decrease the level ofWTC on a minute-by-minute basis (MacIntyre and Legatto, 2011). Theaim of the study presented in this paper was to obtain greater insightsinto the motives underlying willingness and unwillingness to take partin a conversation in a foreign language with a view to creating in thelanguage classroom conditions that would stimulate communicationand thus contribute to the attainment of greater proficiency. More specifically,an attempt was made to determine and measure factors affectingWTC in one group of English majors, as they were engaged in a conversationclass. The data were collected by means of self-reports, completedduring the class, in which the levels of WTC were indicated ona scale of -10 to +10, as well as short questionnaires filled in right afterwards.A combination of quantitative and qualitative analysis showedthat WTC in a conversation class is subject to constant fluctuations andmade it possible to identify factors responsible for such changes.
6

“How languages are learned”: Revisiting the phenomenon of learners being oppressed in the English classrooms from the view of critical pedagogy

63%
Khang N. D., Vân P. T. T., Ngân D. T. N.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2018
|
issue 15/2
129-147
EN
This paper deals with a controversial perspective of language teaching and learning from the view of critical theories. From the assumption of the oppressed (learners) and the oppressors (teachers in the language classroom), the authors propose the idea to revisit the issues relevant to how languages are learned. The paper discusses the reality of language learning from the narrow view of non-European practitioners and learners to discuss the phenomenon of teaching from the oppressive perspectives. From that, proposals for different language classrooms with equality, ignorance-free, and especially real demands were suggested to be the main motivation for communication. Additionally, the paper also indicates that the issues of lexicon and learners’ fears were not the main reasons for communication failure. The authors borrow the terms from and grasp the literal implications of Lightbown and Spada (2006) and simultaneously employ the critical theories of Freire (2005) and Rancière (1991) as a counterbalance in the call to revisit “how languages should be learned” in the new era of technology and the matter of learning and teaching from critical perspectives.
PL
W niniejszym artykule ukazano kontrowersyjną perspektywę nauczania i uczenia się języków z punktu widzenia teorii krytycznych. Z założenia istnienia uciśnionych – uczących się i ciemiężących – nauczycieli w klasie językowej, autorzy zaproponowali pomysły, aby ponownie przeanalizować kwestie związane ze sposobem nauczania języków. W artykule omówiono rzeczywistość uczenia się języków z wąskiej wizji pozaeuropejskich praktyków i uczniów, aby omówić zjawisko nauczania z perspektywy opresyjnej. W efekcie wysunięto sugestię, że główną motywacją do komunikacji są propozycje różnych zajęć językowych uwzględniających równość, pozbawionych ignorancji, a zwłaszcza biorących pod uwagę rzeczywiste potrzeby. Poza tym wykazuje się, że problemy leksykalne i lęki uczniów nie były głównymi przyczynami niepowodzenia w komunikacji. Autorzy zapożyczyli terminy i implikacje z publikacji How Languages are Learnt (Lightbown i Spada 2006), a jednocześnie wykorzystali krytyczne teorie (Freire 2005, Rancière 1991) jako przeciwwagę w wezwaniu do ponownego przyjrzenia się „jak należy się uczyć języków” w nowej erze technologii oraz kwestii uczenia się i nauczania z krytycznych perspektyw.
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