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題名 持久性與情境性因素對第二語言溝通意願的影響：個案研究
Enduring and Situational Factors that Influence Willingness to Communicate in an L2: A Case Study
作者 鄧禮賢
Teng, Li-Hsien
貢獻者 余明忠
Yu, Ming-Chung
鄧禮賢
Teng, Li-Hsien
關鍵詞 第二語言溝通意願
持久性因素
情境性因素
個案研究
Willingness to communicate
Enduring variables
Situational variables
Case study
日期 2020
上傳時間 3-Aug-2020 17:18:11 (UTC+8)
摘要 全球化使英語學習變得愈來愈重要，然而，讓學生在課堂上說英語對語言教師來說仍是件不容易的事。研究顯示與西方的英語學習者相比，亞洲的英語學習者在英語課上較為沉默寡言。過去的研究顯示由於考試導向文化的影響、缺乏信心、在表達意見上過於小心，以及害怕被負面評價等因素，許多亞洲的英語學習者不願意參與課堂討論活動。本研究的目的就是探討某些持久性與情境性因素如何增進一位台灣高中生的第二語言溝通意願。此個案研究中使用量化及質性兩種研究方法，希望透過這兩種研究方法，完整地了解特定持久性因素及情境型因素對受試者溝通意願的影響。研究參與者是一位在新北市私立雙語高中就讀的十二年級高中生。在此研究中，研究者使用動機因子問卷、課堂觀察、學生日誌、一次與受試者教師的半結構式訪談，以及兩次與受試者的半結構式訪談來蒐集資料，研究者透過這些資料分析持久性與情境性因素如何影響受試者的英語溝通意願。
結果顯示三項持久性因素，家長參與、非正式語言環境，以及學習者的核心信念都能影響他在不同情境中的英語溝通意願。在家長參與部分，本研究顯示不同方式的家長參與都對學習者的英語溝通意願有益，包含家長在家中與學習者一起看英語影片、與學習者進行英語對話，或是為學習者創造更多使用英語的環境。在非正式語言環境部分，本研究顯示學習者在國外的旅遊，以及與其他英語為母語的線上遊戲玩家間的互動都提供他可以真實地使用英語的機會。在學習者的核心信念部分，本研究顯示學習者的英語學習核心信念會影響他在不同第二語言學習活動中的努力程度。
在情境因素部分，本研究結果也顯示三項情境型因素，教師的教學風格與即時行為、班級大小，以及討論主題都會影響學習者的英語溝通意願。在教師的教學風格與即時行為部分，如果一位語言教師使用許多溝通式活動，並在學習者口語上犯錯時，可以即時地給予鼓勵與適度糾正，並不批評學習者的錯誤，這些行為皆可提升學習者的英語溝通意願。在課堂大小部分，對一個語言教師來說，小型的課堂比較容易創造出良好且溫暖的教室氛圍。在討論主題部分，學生自己選擇的主題要比教科書提供的主題要好，本研究顯示學生自己選擇的主題可以提升受試者對於討論的信心與興趣，並且提高受試者的英語溝通意願。基於本研究所得的結果，研究者也提出了針對教學上的應用以及對未來研究的建議。研究者希望這份論文可以對TESOL領域中的研究者及教育者，提供一些關於持久性與情境性因素影響學習者英語溝通意願的一些了解及洞見。
Globalization makes English learning become more and more important. However, language teachers around the world still struggle to get learners to talk in English. Studies show that Asian English learners are more reticent when compared with Western English learners. Previous research shows that because of the influence of examination-oriented culture, lack of confidence, being too cautious at giving opinions, and fear of being negatively evaluated, many Asian English learners are unwilling to participate in discussions. The purpose of the present study was to investigate how certain enduring and situational variables enhanced the willingness to communicate of a high school student in Taiwan. In this case study, both quantitative and qualitative methods were adopted to capture a holistic understanding of how certain enduring factors, and situational factors influence the willingness to communicate of the participant. The participant was a twelfth grader who studied in a private bilingual high school in New Taipei City. In the present study, the motivational factors questionnaire, the class observations, the student’s journals, one semi-structured interview, and two semi-structured interviews were utilized as data for the analyses of the influences of enduring and situational variables that influence the willingness to communicate of the participant.
The results suggest that the three enduring factors, parental involvement, informal linguistic environments, and a learner’s core beliefs in L2 learning, can influence his willingness to communicate in different situations. In terms of parental involvement, the present case showed that different forms of parental involvement, including watching English videos with the participant, chatting with the participant in English, and creating opportunities for him to use English authentically, would enhance for his WTC. In terms of informal linguistic environments, the present study showed that the participant’s family trips in foreign countries, and his online-games provided him with good opportunities to use English authentically. In terms of a learner’s core beliefs, the present study showed that the participant’s core beliefs would influence how much efforts he wanted to put into different types of L2 learning activities.
The results also suggest that situational variables, such as teachers’ teaching styles and immediacy, class size, and topics, might all influence the participant’s willingness to communicate. In terms of teachers’ teaching styles and immediacy, if a language teacher uses many communicative activities, and they are also warm and encouraging, as well as being non-critical when learners make mistakes, these would raise learners’ WTC. In terms of class size, a small class would be easier for a teacher to create good and warm classroom atmosphere. In terms of topics, students’ self-selected topics are preferable than textbook-assigned topics. The present study showed that students’ self-selected topics raised the participant’s confidence and interest in discussions. And they also raised his WTC. Based on the findings in the present study, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis can provide some insights into the study of enduring and situational variables that influence the willingness to communicate of English learners for researchers and educators in the field of TESOL.
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描述 碩士
國立政治大學
英國語文學系
1025510021
資料來源 http://thesis.lib.nccu.edu.tw/record/#G1025510021
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming-Chungen_US
dc.contributor.author (Authors) 鄧禮賢zh_TW
dc.contributor.author (Authors) Teng, Li-Hsienen_US
dc.creator (作者) 鄧禮賢zh_TW
dc.creator (作者) Teng, Li-Hsienen_US
dc.date (日期) 2020en_US
dc.date.accessioned 3-Aug-2020 17:18:11 (UTC+8)-
dc.date.available 3-Aug-2020 17:18:11 (UTC+8)-
dc.date.issued (上傳時間) 3-Aug-2020 17:18:11 (UTC+8)-
dc.identifier (Other Identifiers) G1025510021en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/130891-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系zh_TW
dc.description (描述) 1025510021zh_TW
dc.description.abstract (摘要) 全球化使英語學習變得愈來愈重要，然而，讓學生在課堂上說英語對語言教師來說仍是件不容易的事。研究顯示與西方的英語學習者相比，亞洲的英語學習者在英語課上較為沉默寡言。過去的研究顯示由於考試導向文化的影響、缺乏信心、在表達意見上過於小心，以及害怕被負面評價等因素，許多亞洲的英語學習者不願意參與課堂討論活動。本研究的目的就是探討某些持久性與情境性因素如何增進一位台灣高中生的第二語言溝通意願。此個案研究中使用量化及質性兩種研究方法，希望透過這兩種研究方法，完整地了解特定持久性因素及情境型因素對受試者溝通意願的影響。研究參與者是一位在新北市私立雙語高中就讀的十二年級高中生。在此研究中，研究者使用動機因子問卷、課堂觀察、學生日誌、一次與受試者教師的半結構式訪談，以及兩次與受試者的半結構式訪談來蒐集資料，研究者透過這些資料分析持久性與情境性因素如何影響受試者的英語溝通意願。
結果顯示三項持久性因素，家長參與、非正式語言環境，以及學習者的核心信念都能影響他在不同情境中的英語溝通意願。在家長參與部分，本研究顯示不同方式的家長參與都對學習者的英語溝通意願有益，包含家長在家中與學習者一起看英語影片、與學習者進行英語對話，或是為學習者創造更多使用英語的環境。在非正式語言環境部分，本研究顯示學習者在國外的旅遊，以及與其他英語為母語的線上遊戲玩家間的互動都提供他可以真實地使用英語的機會。在學習者的核心信念部分，本研究顯示學習者的英語學習核心信念會影響他在不同第二語言學習活動中的努力程度。
在情境因素部分，本研究結果也顯示三項情境型因素，教師的教學風格與即時行為、班級大小，以及討論主題都會影響學習者的英語溝通意願。在教師的教學風格與即時行為部分，如果一位語言教師使用許多溝通式活動，並在學習者口語上犯錯時，可以即時地給予鼓勵與適度糾正，並不批評學習者的錯誤，這些行為皆可提升學習者的英語溝通意願。在課堂大小部分，對一個語言教師來說，小型的課堂比較容易創造出良好且溫暖的教室氛圍。在討論主題部分，學生自己選擇的主題要比教科書提供的主題要好，本研究顯示學生自己選擇的主題可以提升受試者對於討論的信心與興趣，並且提高受試者的英語溝通意願。基於本研究所得的結果，研究者也提出了針對教學上的應用以及對未來研究的建議。研究者希望這份論文可以對TESOL領域中的研究者及教育者，提供一些關於持久性與情境性因素影響學習者英語溝通意願的一些了解及洞見。		zh_TW
dc.description.abstract (摘要) Globalization makes English learning become more and more important. However, language teachers around the world still struggle to get learners to talk in English. Studies show that Asian English learners are more reticent when compared with Western English learners. Previous research shows that because of the influence of examination-oriented culture, lack of confidence, being too cautious at giving opinions, and fear of being negatively evaluated, many Asian English learners are unwilling to participate in discussions. The purpose of the present study was to investigate how certain enduring and situational variables enhanced the willingness to communicate of a high school student in Taiwan. In this case study, both quantitative and qualitative methods were adopted to capture a holistic understanding of how certain enduring factors, and situational factors influence the willingness to communicate of the participant. The participant was a twelfth grader who studied in a private bilingual high school in New Taipei City. In the present study, the motivational factors questionnaire, the class observations, the student’s journals, one semi-structured interview, and two semi-structured interviews were utilized as data for the analyses of the influences of enduring and situational variables that influence the willingness to communicate of the participant.
The results suggest that the three enduring factors, parental involvement, informal linguistic environments, and a learner’s core beliefs in L2 learning, can influence his willingness to communicate in different situations. In terms of parental involvement, the present case showed that different forms of parental involvement, including watching English videos with the participant, chatting with the participant in English, and creating opportunities for him to use English authentically, would enhance for his WTC. In terms of informal linguistic environments, the present study showed that the participant’s family trips in foreign countries, and his online-games provided him with good opportunities to use English authentically. In terms of a learner’s core beliefs, the present study showed that the participant’s core beliefs would influence how much efforts he wanted to put into different types of L2 learning activities.
The results also suggest that situational variables, such as teachers’ teaching styles and immediacy, class size, and topics, might all influence the participant’s willingness to communicate. In terms of teachers’ teaching styles and immediacy, if a language teacher uses many communicative activities, and they are also warm and encouraging, as well as being non-critical when learners make mistakes, these would raise learners’ WTC. In terms of class size, a small class would be easier for a teacher to create good and warm classroom atmosphere. In terms of topics, students’ self-selected topics are preferable than textbook-assigned topics. The present study showed that students’ self-selected topics raised the participant’s confidence and interest in discussions. And they also raised his WTC. Based on the findings in the present study, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis can provide some insights into the study of enduring and situational variables that influence the willingness to communicate of English learners for researchers and educators in the field of TESOL.		en_US
dc.description.tableofcontents TABLE OF CONTENTS

Acknowledgements iii
Table of Contents iv
Chinese Abstract xi
English Abstract xiii

Chapter One: Introduction 1
1.0 Background of the Study 1
1.1 Statement of Problem 2
1.2 Purpose of the Study 4
1.3 Significance of the Study 4

Chapter Two: Literature Review 7
2.0 Introduction 7
2.1 The Theory of Willingness to Communicate 7
2.1.1 The Origin of Willingness to Communicate 7
2.1.2 Willingness to Communicate and the Heuristic Model 8
2.1.2.1 Enduring Variables Investigated in the Study 9
2.1.2.1 Situational Variables in the Heuristic Model 11
2.2 Situational Variables Investigated in the Present Study 13
2.2.1 Situational Cues 13
2.2.1.1 Interlocutors 13
2.2.1.2 Classroom Atmosphere 14
2.2.1.3 Tasks 14
2.2.2 Situational Characteristics 15
2.2.2.1 Task-Confidence 15
2.2.2.2 Task-Interest 16
2.2.2.3 Task-Usefulness 16
2.3 Related Empirical Studies on Willingness to Communicate 16
2.4 Research Gap 20
2.5 Research Questions 21

Chapter Three: Methodology 23
3.0 Introduction 23
3.1 The Participant 24
3.2 The Context 25
3.3 Data Collection 26
3.3.1 Motivational Factors Questionnaire 26
3.3.1.1 Reliability 27
3.3.1.2 Validity 29
3.3.2 Class observation and Flanders Interaction Analysis Categories 30
3.3.3 Student Journals 31
3.3.4 Semi-Structured Interview with the ESL Teacher 31
3.3.5 Semi-Structured Interviews with the Participant 31
3.4 Data Analysis 32
3.4.1 Coding Scheme of Enduring Variables that Influence WTC 32
3.4.1.1 Intergroup Climate 32
3.4.1.2 Social Situation 32
3.4.1.3 Intergroup Attitudes 33
3.4.2 Coding Scheme of Situational Variables that Influence WTC 33
3.4.2.1 Situation Cues 34
3.4.2.2 Situation Characteristics 36

Chapter Four: Results 37
4.0 Introduction 37
4.1 Class Participation and Academic Performance 37
4.2 Enduring Variables 42
4.2.1 Intergroup Climate 42
4.2.1.1 Perceptual and Affective Correlates 42
4.2.1.2 Structural Characteristics of the Community 44
4.2.2 Social Situation 47
4.2.2.1 Most Willing to Communicate Situations 47
4.2.2.2 Least Willing to Communicate Situations 55
4.2.3 Intergroup Attitudes 56
4.2.3.1 Integrativeness 56
4.2.3.2 Fear of Assimilation 58
4.2.3.3 Motivation to Learn the L2 59
4.3 Situational Variables 62
4.3.1 Situation Cues 62
4.3.1.1 Interlocutors 62
4.3.1.2 Classroom Atmosphere 63
4.3.1.3 Task 66
4.3.2 Situation Characteristics 67
4.3.2.1 Task-Confidence & Task-Interest 67
4.3.2.2 Task-Usefulness 68

Chapter Five: Discussion 71
5.0 Introduction 71
5.1 Themes of the Enduring Variables 71
5.1.1 Parental Involvement 72
5.1.2 Informal Linguistic Environment 73
5.1.3 Learner`s Core Beliefs 74
5.1.4 Summary of the Enduring Variables 76
5.2 Themes of the Situational Variables 76
5.2.1 Teaching Style and Teacher Immediacy 77
5.2.2 Class Size 78
5.2.3 Topics 79
5.2.4 Summary of the Situational Variables 79

Chapter Six: Conclusions and Implications 81
6.0 Introduction 81
6.1 Summary of the Major Findings 81
6.2 Pedagogical Implications 84
6.3 Contribution of the Study 86
6.4 Limitations and Future Suggestions 87

References 89
Appendixes 97
Appendix 1: Motivational Factors Questionnaire 97
Appendix 2: Semi-structured Interview Questions with the Participant 101
Appendix 3: Semi-structured Interview Questions with the ESL Teacher 103		zh_TW
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dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1025510021en_US
dc.subject (關鍵詞) 第二語言溝通意願zh_TW
dc.subject (關鍵詞) 持久性因素zh_TW
dc.subject (關鍵詞) 情境性因素zh_TW
dc.subject (關鍵詞) 個案研究zh_TW
dc.subject (關鍵詞) Willingness to communicateen_US
dc.subject (關鍵詞) Enduring variablesen_US
dc.subject (關鍵詞) Situational variablesen_US
dc.subject (關鍵詞) Case studyen_US
dc.title (題名) 持久性與情境性因素對第二語言溝通意願的影響：個案研究zh_TW
dc.title (題名) Enduring and Situational Factors that Influence Willingness to Communicate in an L2: A Case Studyen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202001076en_US