Understanding the notion of interdependence, and the dynamics of willingness to communicate

Abstract

The current individual differences research in the field of second language acquisition (SLA) addresses the issue of the situated nature of individual difference (ID) factors. Willingness to communicate (WTC) is a relatively new ID variable in SLA (Dörnyei, 2005) and it is seen as both a facilitating factor of SLA and a non-linguistic outcome of the second language learning process (MacIntyre, 2007). Previous research into WTC primarily focused on its trait disposition as remaining stable across situations. Only a handful of studies have revealed that the construct might be situation-specific rather than fixed. The present study investigated the dynamic and situated nature of second language (L2) learners’ WTC in class. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental and individual factors, this classroom-based multiple case study involved 18 English as an additional language (EAL) learners in New Zealand over an academic year and was implemented in three phases. Data were collected through classroom observations, stimulated-recall interviews, semi-structured interviews and reflective journals. Evidence from self-report and observational data suggests that the classroom WTC construct is best described as a dynamic situational variable rather than a trait disposition. The findings indicate that situational WTC in class results from the interdependence between individual characteristics, classroom environmental conditions and linguistic factors. These three strands of factors interdependently exert either facilitative or inhibitive effects on an individual student’s WTC in class at any point in time. The effect of the combinations of factors differs between individuals and the interrelationship is too complex to be predicted. This study has attempted to describe and measure the WTC construct as situated in L2 classrooms and it serves as a stepping stone for further research on the role of WTC in L2 learning.