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Fixed and Dynamic Predictors of Willingness to Communicate in L2

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Fixed and Dynamic Predictors of Willingness to Communicate in L2 2021 Papers in Education: Current Research and Practice Fixed and Dynamic Predictors of Willingness to Communicate in L2: A Review on New Paradigms of Individual OPEN ACCESS Differences Volume: 9 Ahmet Selçuk Akdemir Special Issue: 1 Fırat University, Turkey https://orcid.org/0000-0002-9756-6531 Month: May Abstract Willingness to communicate (WTC), a recent affective construct of SLA research, has experienced Year: 2021 a paradigm shift regarding its nature. Current WTC research tends to define it as a dynamic and context-bound structure rather being in a linear and static disposition. New conceptualization is E-ISSN: 2582-1334 based on Complex Dynamic System (CDS) theory. This theory has been applied to SLA research to explain dynamic, non-linear and complex nature of SLA process. The convenience of CDS theory’s basic principles has led existing WTC structure to be re-shaped and revised to define it Received: 22.03.2021 as a dynamic structure in contrast to its former definition which would recall WTC as a static and trait-like variable. Accepted: 05.05.2021 Keywords: Willingness to communicate, Complex dynamic system theory, Individual differences Published: 10.05.2021 Introduction Citation: Dörnyei (2009) has described individual differences (ID) as “the Akdemir, Ahmet Selçuk. characteristics or traits in respect of which individuals may be shown to differ “Fixed and Dynamic from each other” (p. 6). He argues that individual traits or ID constructs tend Predictors of Willingness to show some differences among people as they are relatively stable attributes to Communicate in L2: A or personal characteristics that are unique to everyone. In classifying the ID Review on New Paradigms taxonomies, he identifies a number of principal learner variables, such as of Individual Differences.” Shanlax International motivation, aptitude, ability, and personality. He mentions two other factors, Journal of Education, namely learning strategies and learner styles, as two significant variables that vol. 9, no. S1, 2021, contribute to learners’ success in a foreign or second language. Similarly, WTC, pp. 154–161. anxiety, creativity, and self-esteem are considered among learner characteristics that influence L2 learning process. Dörnyei (2009:182) also indicates that IDs DOI: have an essential role in the SLA process as they serve a crucial function in https://doi.org/10.34293/ leading to L2 attainment or failure. education.v9iS1-May.4057 Recent research on second language acquisition (SLA) has shown that communicative competence is not sufficient in providing and explaining actual L2 communication in various contexts. As Kang (2005) suggests, highlevel of WTC is a pushing factor and facilitator of language learning as well as high language proficiency. Also, it is regarded as one of the crucial personality factors This work is licensed to explain learner choices and behaviours to start or involve in communication under a Creative Commons Attribution-ShareAlike 4.0 inside or outside classroom (Akdemir, 2016; MacIntyre et al., 2019; Zarrinabadi International License & Tanbakooei, 2016). Until recently, WTC was regarded as a personality factor isolated from task, topic, context or other dynamic elements. The trait-like or stable nature of WTC formed the basics of WTC research during the last two decades. 154 http://www.shanlaxjournals.com SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 However, the very recent research has shown that integrativeness, and attitudes towards the learning WTC should not be taken for granted as being a static situation, influence the learners’ level of L2 structure, rather it has a multi-dimensional dynamic learning motivation. In MacIntyre et al.’s (1998) structure. The paradigm shift on the nature of WTC WTC model, intergroup attitudes are interpreted as is expected to affect the future of WTC research. integrativeness, fear of assimilation, and motivation This paper aims at investigating fixed and dynamic to learn L2. In the Japanese EFL context, Yashima predictors of WTC through an extensive review of (2002), and similarly Bektaş(2005) in the Turkish current literature. The paper is expected to provide EFL context, assumed the ‘international posture’ an extensive landscape of research on WTC. construct as a replacement for ‘integrativeness’ in order to capture EFL learners’ attitudes toward the Fixed Predictors of WTC Revisited international community. Attitudes as Predictors of WTC Jung (2011) investigated Korean students’ WTC Language attitude has been indicated as one in English and individual difference factors related of the important factors in predicting the level of to WTC. The findings revealed that students had success in L2 learning. Baker (1992) describes positive attitudes, which indirectly affected WTC in attitude as ‘a hypothetical construct which is used English. The findings of her study in terms of the to explain the direction and persistence of human paths from communication confidence to WTC, behaviour’ (p. 10). However, Jung (2011) indicates motivation to confidence, and attitudes to motivation that, for students, the attitudes they develop are not were supported by previous research studies (Kim, just toward the English language but reflect all the 2004; Yashima, 2002). Attitudes indirectly affected subjective feelings associated with learning a new WTC in English. Students’ attitudes and their subject. Johnson (2001) takes a new approach to this personality were found to be correlated with each argument and suggests that attitudes towards society other. Sun (2008) investigated motivation of non- are important in L2 and foreign language teaching. In English major students in Taiwan and found that accordance with what he argued, Schumann (1978) students’ attitudes toward learning English were not put forward acculturation theory by stating that it positive. The researcher concluded that students’ is a process by which the learner becomes adapted motivation and WTC using English in conversation to a new culture, learners’ view of the L1 speakers class may change when the socio-cultural factors and their culture, society, and her willingness to such as teacher’s attitude and learning environment become a member of that group is an important changes. factor in learning a second language (1978, as cited Yu (2009) examined the WTC construct in a in Ellis, 2011). Positive attitudes towards the target Chinese ELT college setting and found that attitudes language, its people, and their cultures were found of the participants towards the learning situation to be significant factors facilitating L2 learning. were the best predictor of WTC in English (beta=. According to Johnson, attitudes towards the native 192) among the four predictors, integrativeness, speakers of the foreign language you try to learn may attitudes towards the learning situation, motivation, be very important. It is believed that when people and instrumental orientation. Ghonsooly et al. (2012) dislike or hate the native speakers of a particular examined the WTC in the second language and its language, it is a waste of time trying to learn that underlying variables among non-English major language. As Gardner (1985) points out, unlike students in Iran and their study results revealed that other school subjects, learning a second language L2 self-confidence and attitudes towards international requires learners to familiarize themselves with the community were two significant predictors of L2 characteristics of other cultures and the success of WTC. the learner depends on the attitude held towards In the Turkish context, Kızıltepe (2000) these other cultures. attempted to investigate the attitudes and motivation Gardner’s (1985) Socio-educational Model of Turkish learners towards English and found that proposes that two basic attitudes, that is the most important reasons for learning English for http://www.shanlaxjournals.com 155 2021 Papers in Education: Current Research and Practice Turkish students are instrumental purposes: finding introduced by Peter Salovey and John Mayer in an work after graduation, after university, and using article titled “Emotional Intelligence” in a journal the internet. In her study, she also revealed that named Imagination, Cognition, and Personality. most of the Turkish learners in her study have only They gave the first formal definition and also a moderate interest in the British and the American described the related skills to the concept (Salovey& communities and culture and having conversations Mayer, 1990). They suggested that emotional with British and American people was regarded as intelligence is “the subset of social intelligence and unimportant. involves the ability to monitor one’s own and other’s Üzüm (2007) investigated the attitudes of feelings and emotions, to discriminate among them university students towards English language and and to use this information to guide one’s thinking English speaking societies by employing a mixed and actions” (Salovey& Mayer, 1990:189). They put research design. He found that Turkish learners special emphasis on Gardner’s personal intelligences at sampled universities had favourable attitudes (interpersonal and intrapersonal) and remarked that towards English language and speakers as a result of the feelings referred in personal intelligences are their interest in the cultural products of the English close to emotional intelligences. speaking societies and the instrumental value of In conceptualization of emotional intelligence,
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