Facilitating Willingness to Communicate in the Second Language Classroom and Beyond

This article reports on a study that investigated the effect of some manipulations in classroom practices and techniques in order to see students' potential to generate willingness to communicate (WTC) in the second-language classroom. The findings indicate that some purposeful decisions in the...

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Bibliographic Details
Published in:The Clearing house 2014-09, Vol.87 (5), p.213-217
Main Authors: Zarrinabadi, Nourollah, Ketabi, Saeed, Abdi, Razieh
Format: Article
Language:English
Subjects:
Classroom communication
Classroom discussion
Communication
Manipulation
motivational strategies
Second language learning
Second language teachers
second-language communication
Students
Teaching methods
topical knowledge
Willingness to communicate
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Summary:This article reports on a study that investigated the effect of some manipulations in classroom practices and techniques in order to see students' potential to generate willingness to communicate (WTC) in the second-language classroom. The findings indicate that some purposeful decisions in the topic of the discussion and the size of the group can positively contribute to facilitating WTC. The results also show that teachers' use of delayed error correction and motivational strategies positively contribute to increasing learners' willingness to talk in the classroom. As a way forward, this article presents a list of recommendations for generating WTC in second-language classrooms and discusses the capability of applying these recommendations to other discipline-specific classes.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2014.924895