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Willingness to Communicate (WTC) in L2: A review on the Fundamental Role of WTC as an Affective Construct and Its Interrelationship with Diverse Antecedents in L2 Learning Process
Willingness to communicate (WTC) has recently gained considerable attention in second language acquisition (SLA). Given that in all L2 acquisition theories it is essential for learners to learn and use the target language more efficiently, it is a notable matter why some learners have less developed oral or communicative skills than the others, even seemingly in equal learning conditions. The same applies to learners’ L2 WTC levels, which vary from time to time and in different situations while learning a L2. As MacIntyre and Legatto (2011) suggest, a considerable majority of L2 learners have relatively varying levels of WTC from each other in an EFL classroom setting, which is indeed regarded as one of the major drawbacks in successful L2 acquisition process. Considering this, it is highly significant to search into diverse factors or antecedents underlying learners’ WTC in order to better understand the nature of WTC and its relationship with these factors in L2 communication process. Therefore, our aim in this paper is to provide an inclusive review of previous studies conducted in various EFL contexts by further examining a number of potential affective, contextual or situational, and individual difference factors that can influence L2 learners’ WTC as well as the relationship of these factors with and effects of them on WTC.

Willingness to communicate, trait versus state WTC, predictors of WTC

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