Willingness to Communicate in Instructed Second Language Acquisition : : Combining a Macro- and Micro-Perspective / / Anna Mystkowska-Wiertelak, Mirosław Pawlak.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2017
• VerfasserIn: Mystkowska-Wiertelak, Anna,; Pawlak, Mirosław,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2017]; ©2017
• Year of Publication: 2017
• Language: English
• Series: Second Language Acquisition
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Introduction --; Part 1: Overview of Theoretical, Methodological and Empirical Issues --; 1. WTC: Definitions and Evolution of the Concept --; 2. Methodology of Empirical Investigations into L2 WTC --; 3. Empirical Investigations of L2 WTC Antecedents --; Part 2: Exploring WTC in a Foreign Language Context: A Macro-Perspective --; 4. The Rationale for and Design of the Study --; 5. Findings of the Study --; 6. Discussion of the Findings --; Part 3: Investigating WTC in the Course of Speaking Classes: A Micro-Perspective --; 7. The Rationale for and Design of the Study --; 8. Findings of the Study The --; 9. Discussion of the Findings --; Conclusions, Implications and Directions for Future Research --; Appendix 1 --; Appendix 2 --; Appendix 3: WTC Inventory --; Appendix 4: Factor Loadings - EFA 1 --; Appendix 5: Factor Loadings EFA 2 --; Appendix 6: WTC Grid --; Appendix 7: Class Questionnaire --; References --; Author Index --; Subject Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783097173; 9783110663129; 9783110606706
• DOI: 10.21832/9781783097173
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Anna Mystkowska-Wiertelak, Mirosław Pawlak.

This book offers a comprehensive account of individual differences variables as well as contextual factors that impinge on second language learners' willingness to communicate (WTC). Firstly, it adopts a macro-perspective on WTC, which entails an attempt to identify variables that are related to WTC, taking into account the specificity of the Polish higher education setting. Secondly, it embraces a micro-perspective on WTC, striving to pinpoint the individual and contextual influences on levels of WTC in the course of regularly-scheduled, naturally-occurring English classes, as well as to capture the dynamic nature of WTC during such classes. Together, these perspectives bring the reader closer to understanding the mechanisms underlying WTC in specific contexts, thereby providing a basis for recommendations for classroom practice that could translate into learners' success. It will be of interest to second language acquisition researchers and students, as well as to methodologists and materials writers who can use the research findings to improve the practice of teaching and learning speaking in the language classroom.