Classroom Versus Societal Willingness to Communicate: Investigating French as a Second Language in Flanders

Modern Language Journal

Volumn 99, Issue 4, 2015, Pages 718-739

  Denies, Katrijn ^a   Yashima, Tomoko ^b   Janssen, Rianne ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b KANSAI UNIVERSITY   (Japan)

Author keywords

Flanders; French L2; Secondary school; Structural equation model; Willingness to communicate

Indexed keywords

EID: 84954087946     PISSN: 00267902     EISSN: 15404781     Source Type: Journal    
DOI: 10.1111/modl.12276     Document Type: Article

References (84)

1. Akaike, H. (1973). Information theory and an extension of the maximum likelihood principle. In B. N. Petrov & F. Csaki (Eds.), Second international symposium on Information Theory (pp. 267-281). Budapest: Academiai Kiado.
2. Al-Amrani, S. N. A. (2013). Willingness to communicate by Arab EFL learners: Conceptualization and realization. (Unpublished doctoral dissertation). University of Queensland, Brisbane, Australia. Accessed 8 March 2015 at http://espace.library.uq.edu.au
3. Baghaei, P., Dourakhshan, A., & Salavati, O. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. The Modern Journal of Applied Linguistics, 4, 53-67.
4. Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50, 311-341.
5. Barraclough, R. A., Christophel, D. M., & McCroskey, J. C. (1988). Willingness to communicate: A cross-cultural investigation. Communication Research Reports, 5, 187-192.
6. Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign-language skills: Implications for teachers and researchers. Language Learning, 39, 313-340.
7. Bollen, K. A. (1989). Structural equations with latent variables. Hoboken, NJ: John Wiley & Sons.
8. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Beverly Hills, CA: SAGE.
9. Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
10. Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34, 480-493.
11. Cetinkaya, Y. (2005). Turkish college students' willingness to communicate in English as a foreign language. (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH. Accessed 8 March 2015 at http://rave.ohiolink.edu/etdc/view?acc_num=osu1133287531
12. Chin, W. W. (1998). Issues and opinion on structural equation modeling. MIS Quarterly, 22, 7-16.
13. Clément, R., & Kruidenier, B. G. (1983). Orientations on second language acquisition: The effects of ethnicity, milieu, and their target language on their emergence. Language Learning, 33, 273-291.
14. Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22, 190-209.
15. Crisfield, E., & White, J. (2012). Motivation research and SLA: Bringing it to the classroom. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 217-231). Heidelberg, Germany: Springer.
16. de Bot, K., Lowie, W., & Verspoor, M. (2005). Second language acquisition: An advanced resource book. New York/London: Routledge.
17. DeCarlo, L. T. (1997). On the meaning and use of kurtosis. Psychological Methods, 2, 292-307.
18. Denies, K., Magnus, I., Desmet, P., Gielen, S., Heyvaert, L., & Janssen, R. (2016). Learner motivation in a French L2 context: Teacher motivational practices and student attitudes in relation to proficiency. Vigo International Journal of Applied Linguistics, 13.
19. Dewaele, J.-M. (2005). Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English. Journal of Multilingual and Multicultural Development, 26, 118-137.
20. Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.
21. Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-32.
22. European Commission. (2008). Speaking for Europe: Languages in the European Union. Luxembourg: Office for Official Publications of the European Communities.
23. European Commission. (2012). Special Eurobarometer 386: Europeans and their languages. Brussels: European Commission.
24. Eurydice. (2012). Key data on teaching languages at school in Europe 2012. Brussels: Education, Audiovisual and Culture Executive Agency.
25. Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147.
26. Fushino, K. (2010). Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44, 700-724.
27. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
28. Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 35, 207-227.
29. Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43, 157-194.
30. Gardner, R. C., Tremblay, P. F., & Masgoret, A.-M. (1997). Towards a full model of second language learning: An empirical investigation. Modern Language Journal, 81, 344-362.
31. Ghonsooly, B., Khajavy, G. H., & Asadpour, S. F. (2012). Willingness to communicate in English among Iranian non-major university students. Journal of Language and Social Psychology, 31, 197-211.
32. Guilford, J. P. (1954). Psychometric methods. New York: McGraw Hill.
33. Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use. Second Language Studies, 20, 29-70.
34. Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3, 76-83.
35. Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling. Concepts, issues, and applications (pp. 76-99). Thousand Oaks, CA: SAGE.
36. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
37. Hu, L., Bentler, P. M., & Kano, Y. (1992). Can test statistics in covariance structure analysis be trusted? Psychological Bulletin, 112, 351-362.
38. In'nami, Y., & Koizumi, R. (2013). Structural equation modeling in language testing and learning research: A review. Language Assessment Quarterly, 8, 250-276.
39. Jackson, D. L. (2003). Revisiting sample size and number of parameter estimates: Some support for the N:q hypothesis. Structural Equation Modeling, 10, 128-141.
40. Kim, S. J. (2004). Exploring willingness to communicate (WTC) in English among Korean EFL (English as a foreign language) students in Korea: WTC as a predictor of success in second language acquisition. (Unpublished doctoral dissertation). The Ohio State University, Columbus, OH. Accessed 8 March 2015 at http://rave.ohiolink.edu/etdc/view?acc
41. Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford.
42. Knell, E., & Chi, Y. (2013). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41, 65-87.
43. Krashen, S. (1981). Effective second language acquisition: Insights from research. In J. E. Alatis, H. B. Altman, & P. M. Alatis (Eds.), The second language classroom: Directions for the 1980's (pp. 97-107). Oxford: Oxford University Press.
44. Lazaraton, A. (2013). Quantitative research methods. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
45. Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198-1202.
46. MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11, 135-142.
47. MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. Modern Language Journal, 91, 564-576.
48. MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate: Antecedents and consequences. Communication Quarterly, 47, 215-229.
49. MacIntyre, P. D., Baker S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388.
50. MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2003). Talking in order to learn: Willingness to communicate and intensive language programs. The Canadian Modern Language Review, 59, 587-605.
51. MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 5, 3-26.
52. MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38, 161-171.
53. MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562.
54. MacIntyre, P. D., & Gregersen, T. (2013). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 103-118). Houndmills, UK: Palgrave Macmillan.
55. MacIntyre, P. D., & Legatto, J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing effect. Applied Linguistics, 32, 149-171.
56. MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265-287.
57. Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123-163.
58. McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40, 16-25.
59. McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. In J. C. McCroskey & J. A. Daly (Eds.), Personality and interpersonal communication (pp. 129-156). Newbury Park, CA: SAGE.
60. McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56, 72-77.
61. McCroskey, J. C., & Richmond, V. P. (1991). Willingness to communicate: A cognitive view. In M. Both-Butterfield (Ed.), Communication, cognition, and anxiety (pp. 19-37). Newbury Park, CA: SAGE.
62. Meehl, P. E. (1990). Appraising and amending theories: The strategy of Lakatosian defense and two principles that warrant it. Psychological Inquiry, 1, 108-141.
63. Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. In L. Roberts, A. Ewert, M. Pawlak, & M. Wrembel (Eds.), EUROSLA Yearbook (Vol. 13, pp. 176-198). Philadelphia /Amsterdam: John Benjamins.
64. Nishida, R., & Yashima, T. (2009). An investigation of factors concerning willingness to communicate and interests in foreign countries among young learners. Language Technology and Education, 46, 151-170.
65. Paulhus, D. L. (2002). Socially desirable responding: The evolution of a construct. In H. I. Brown, D. I. Jackson, & D. E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 49-69). Mahwah, NJ: Lawrence Erlbaum.
66. Peng, J., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60, 834-876.
67. Ryan, S. (2008). The ideal L2 selves of Japanese learners of English. (Unpublished doctoral dissertation). University of Nottingham, Nottingham, UK. Accessed 8 March 2015 at http://etheses.nottingham.ac.uk/550
68. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
69. Shermelleh-Engel, K., & Moosbrugger, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23-74.
70. Simic, M., Tanaka, T., & Yashima, T. (2007). Willingness to communicate in Japanese as a third language among international students in Japan. Multicultural Relations, 4, 101-122.
71. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
72. Tannenbaum, M., & Tahar, L. (2007). Willingness to communicate in the language of the other: Jewish and Arab students in Israel. Language and Instruction, 18, 283-294.
73. Tarone, E. (1998). Research on interlanguage variation: Implications for language testing. In L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 71-90). Cambridge: Cambridge University Press.
74. Verhelst, N. D., & Glas, C. A. W. (1995). The one parameter logistic model. In G. H. Fischer & I. W. Molenaar (Eds.), Rasch models: Foundations, recent developments, and applications (pp. 215-238). New York: Springer Verlag.
75. Vlaams Ministerie van Onderwijs en Vorming. (2013). Peiling Frans Luisteren en Spreken in de Derde Graad aso, kso en tso van het Secundair Onderwijs [Assessment of French listening and speaking in the third stage of general, art and technical secondary education]. Brussels: AKOV.
76. Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: SAGE.
77. Wen, W. P., & Clément, R. (2003). A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, 16, 18-38.
78. Weston, R., & Gore, Jr., P. A. (2006). A brief guide to structural equation modeling. The Counselling Psychologist, 34, 719-751.
79. Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 55-66.
80. Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behaviour. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning (pp. 119-135). Houndmills, UK: Palgrave Macmillan.
81. Yashima, T. (2013). Imagined L2 selves and motivation for intercultural communication. In D. Da Silva, M. T. Apple, & T. Fellner (Eds), Language learning motivation in Japan (pp. 49-74). Clevedon, UK: Multilingual Matters.
82. Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54, 119-152.
83. Yu, M. (2008). Willingness to communicate of foreign language learners in a Chinese setting. (Unpublished doctoral dissertation). Florida State University, Tallahassee, FL. Accessed 8 March 2015 at http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=5271&context=etd
84. Zarrinabadi, N., & Abdi, R. (2011). Willingness to communicate and language learning orientations in Iranian EFL context. International Educational Studies, 4, 206-214.