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dc.contributor.advisorToth, Paul D.
dc.creatorShaffer, Ashley Rose
dc.date.accessioned2020-11-05T15:01:55Z
dc.date.available2020-11-05T15:01:55Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3552
dc.description.abstractIn the context of language instruction and learning, L2 willingness to communicate (WTC) is a relevant factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. Foundational research focuses on either trait or state WTC-influencing factors as separate entities. Current research considers the dynamic relationship that occurs between the two though less research exists on how WTC manifests in classroom interaction. This study investigates such differences by examining learners’ self-reported, perceived trait WTC and situational state WTC. It treats WTC as a dynamic entity which is shaped by learners’ investment in language learning and the identity they take on as language learners. It considers the relationship of WTC to its three most influential trait variables: motivation, L2 perceived competence, and L2 anxiety. It presents findings of additional variables influencing state WTC. Data were comprised of questionnaire surveys, focal participant interviews, and classroom observations. Quantitative data consisted of 39 participants, and qualitative data consisted of 12 focal participants. The importance of the present study lies in its investigation of WTC in relation to trait and state factors, and its stance that investment in L2 learning is a key factor in fostering classroom WTC. Finally, it explores how WTC can be positively fostered to optimize the learner’s language experience.
dc.format.extent204 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectLinguistics
dc.subjectForeign Language Education
dc.subjectLanguage
dc.subjectIdentity
dc.subjectIndividual Learner Factors
dc.subjectInvestment
dc.subjectPeer Interaction
dc.subjectSla
dc.subjectWillingness to Communicate
dc.titleUnderstanding the Dynamic Nature of Willingness to Communicate in L2 Classroom Interaction and the Influence of L2 Investment
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberLorenzino, Augusto
dc.contributor.committeememberHolmquist, Jonathan Carl
dc.contributor.committeememberGarcía, Próspero N.
dc.description.departmentSpanish
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3534
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-05T15:01:55Z


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