Description
Book SynopsisThis book offers a comprehensive account of individual differences variables as well as contextual factors that impinge on second language learners’ willingness to communicate (WTC). Firstly, it adopts a macro-perspective on WTC, which entails an attempt to identify variables that are related to WTC, taking into account the specificity of the Polish higher education setting. Secondly, it embraces a micro-perspective on WTC, striving to pinpoint the individual and contextual influences on levels of WTC in the course of regularly-scheduled, naturally-occurring English classes, as well as to capture the dynamic nature of WTC during such classes. Together, these perspectives bring the reader closer to understanding the mechanisms underlying WTC in specific contexts, thereby providing a basis for recommendations for classroom practice that could translate into learners’ success. It will be of interest to second language acquisition researchers and students, as well as to methodologists and materials writers who can use the research findings to improve the practice of teaching and learning speaking in the language classroom.
Trade ReviewThis is an engaging, data-rich and well-crafted study of Polish students’ willingness to communicate in English. The integration of macro and micro perspectives enables its in-depth portrayal of the trait-like and situational features of WTC. With the revelation of nuanced changes in WTC in naturally-occurring classes, this book exemplifies a valuable dynamic perspective in L2 WTC research.
* Jian-E Peng, Shantou University, China *
Because willingness to communicate is such an integral component of language acquisition, I am mystified that a book dedicated exclusively to this topic has not graced the shelves of applied linguists before this! Kudos to Mystkowska-Wiertelak and Pawlak for presenting WTC in its complexity by theoretically situating and experimentally contextualizing it in this outstanding volume. It is only through communication and interaction that we can enter into the relationships that make us thrive!
* Tammy Gregersen, University of Northern Iowa, USA *
Mystkowska-Wiertelak and Pawlak put an important spin on a classic theme, willingness to communicate. Part One, a theoretical-methodological-empirical overview, is a powerhouse, well worth reading even by itself. Part Two reports a very large WTC macro-factors study, while Part Three traces more detailed WTC fluctuations and influences in three classes. Exceptional and exciting!
* Rebecca L. Oxford, University of Maryland, USA *
I can fully recommend the volume by Mystkowska-Wiertelak and Pawlak as a scholarly text, which is well-written, coherent, and well-informed both on the theoretical and empirical levels.
-- Danuta Gabryś-Barker, University of Silesia in Katowice, Poland * Theory and Practice of Second Language Acquisition vol. 3 (2) 2017 *
It was a real pleasure to read this book. It is written in a clear and reader-friendly manner. The text, the tables and the figures make it easy to follow the author’s reasoning around WTC and the two studies conducted.
-- Anita Thomas, Université de Fribourg, Switzerland * LINGUIST List 29.2594 *
Table of ContentsIntroduction
Part One: Overview of Theoretical, Methodological and Empirical Issues
Chapter 1: Definitions and Evolution of the Concept
Chapter 2: Methodology of Empirical Investigations into L2 WTC
Chapter 3: Empirical Investigations of L2 WTC Antecedents
Part Two: Exploring WTC Antecedents in a Foreign Language Context: A Macro-perspective
Chapter 4: The Rationale for and Design of the Study
Chapter 5: Findings of the Study
Chapter 6: Discussion of the Findings
Part Three: Investigating WTC in the Course of Speaking Classes: A Micro-perspective
Chapter 7: The Rationale for and Design of the Study
Chapter 8: Findings of the Study
Chapter 9: Discussion of the Findings
Conclusions, Implications and Directions for Future Research
