Willingness to Communicate in the Second Language: Proximal and Distal Influences Peter D. MacIntyre...
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Transcript of Willingness to Communicate in the Second Language: Proximal and Distal Influences Peter D. MacIntyre...
Willingness to Communicate in the Second Language: Proximal and Distal Influences
Peter D. MacIntyre
University College of Cape Breton
A view of “time”
Timeline
Arrive at a point in time
start finish
“Then”(distal influences) “Now”
(proximal influences)
Willingness to communicate
The probability that one will choose to initiate communication, given the opportunity to do so.
Decision point Intention to communicate One may be able but unwilling
WTC In The Second Language
Range of influences on WTC Constructs are presented in a pyramid-
shaped structure consisting of “layers” Immediate factors versus Distal factors Enduring influences versus Situational
influences Top three layers = situational influences on
WTC at a given moment in time Bottom three layers = enduring influences on
the process
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-Confidence
Interpersonal Motivation
State Communicative Self-Confidence
Desire to communicate with a specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer VI
Layer VI: The Societal And Individual Context Box 12. Personality
Personality patterns predict reactions to communication, other people, stress, etc.
Individual dispositions will affect whether one reacts positively or negatively to a different ethnic group
The ‘good language learner’ searched for a pattern of individual characteristics
Box 11. Intergroup Climate Climate is conditioned by ethnolinguistic vitality and
personal communication networks Languages with high ethnolinguistic vitality retain
greater prestige and attract more speakers
Layer VI: The Societal And Individual Context
Personal communication networks may moderate the effects of ethnolinguistic vitality.
Positive attitudes toward an ethnic group lead to positive interactions with that group
Negative attitudes will be associated with less positive interactions with that language group
Attitudes may also be mediated by the extent of contact between members of the two groups
Layer V
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-Confidence
Interpersonal Motivation
State Communicative Self-Confidence
Desire to communicate with a specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer V: The Affective And Cognitive Context Box 10. Communicative Competence
Five competencies making up communicative language abilities
Linguistic competence Discourse competence Actional competence Sociocultural competence Strategic competence
Layer V: The Affective And Cognitive Context
Box 9. Social Situation Factors that influence situational variation:
Participants Setting Purpose Topic Channel of communication
Layer V: The Affective And Cognitive Context
Box 8. Intergroup Attitudes 1. Integrativeness is related to increased
frequency and quality of contact with L2 community
2. Fear of assimilation predicts less contact with L2 community.
3. Attitudes toward L2 will influence motivation to learn.
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-
Confidence
Inter-personal
Motivation
State Communicative Self-Confidence
Desire to communicate with a specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer IV
Layer IV: Motivational Propensities
Box 7. L2 Self-Confidence Two components:
Self-evaluation of L2 skills Language anxiety
Anxiety and self-evaluation highly correlated in L2 Box 6. Intergroup Motivation
Basis for contact is the maintenance of power Basis for contact is the desire to establish or maintain
rapport Preceeded by attitudes and integrativeness
Layer IV: Motivational Propensities
Box 5. Interpersonal Motivation Control and affiliation explain the majority of
communication episodes Control aims at limiting the cognitive, affective,
and behavioral freedom of the communicators Affiliation prompted by attractiveness, physical
proximity, similarity, and repeated exposure Motivation to control and affiliate may occur
simultaneously Individual differences exist with respect to the
need for affiliation
Layer III
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-Confidence
Interpersonal Motivation
State Communicative Self-Confidence
Desire to communicate
specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer III: Situated Antecedents Of Communication Box 4. State Communicative Self-Confidence
Two components: State anxiety
Varies in intensity Fluctuates over time Reduces WTC
State perceived competence More certainty arises when a situation has been
encountered previously Increases WTC if person has developed language
knowledge and skills
Layer III: Situated Antecedents Of Communication Box 3. Desire to Communicate with a
Specific Person Affiliation and control motives foster a desire
to communicate Affiliation may be most important motive in an
informal situation
Layer II
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-Confidence
Interpersonal Motivation
State Communicative Self-Confidence
Desire to communicate with a specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer II: Willingness To Communicate
Box 2: WTC A readiness to enter into discourse at a
particular time with a specific person or persons, using a L2
Opportunity to communicate is not necessary for WTC to exist
WTC strongly implies a behavioral intention
Layer I
Social and Individual Context
Affective-Cognitive Context
Motivational Propensities
Behavioural Intention
Communication Behaviour
Situated Antecedents
Layer I
Layer II
Layer III
Layer IV
Layer VI
Layer VSocial
SituationIntergroup Attitudes
Intergroup Climate Personality
Communicative Competence
L2 Self-Confidence
Interpersonal Motivation
State Communicative Self-Confidence
Desire to communicate with a specific person
L2 Use
Willingness to Communicate
Intergroup Motivation
1
2
3 4
5 6 7
8 9 10
11 12
Layer I: Communication Behavior
Box 1: Communicating in the second language (L2)
Communication behavior entails a broad range of activities
Speaking up in class, reading L2 newspapers, and watching L2 television, to name a few examples of such activities
Ultimate goal of L2 learning process should be to create WTC
A program that fails to produce WTC among students is a failed program