New Perspectives on Willingness to Communicate in a Second Language

Contents
Editors and Contributors
	About the Editors
	Contributors
Introduction
	References
Second Language Willingness to Communicate as a Complex Dynamic System
	1 Introduction
	2 Conceptualizing the Construct of Willingness to Communicate
	3 Complex Dynamic Systems Theory
	4 Key Properties of Complex Dynamic Systems
	5 Future Directions
	6 Conclusion
	References
Case Studies of Iranian Migrants’ WTC Within an Ecosystems Framework: The Influence of Past and Present Language Learning Experiences
	1 Introduction
	2 Literature Review
		2.1 WTC and L2 Acquisition
		2.2 Dynamic System(s) Theory and WTC
		2.3 Ecological Framework and WTC
		2.4 Research Questions
	3 Methodology
		3.1 Approach and Design
		3.2 Instruments
		3.3 Data Analysis and Trustworthiness
		3.4 Context and Participants
	4 Results and Discussion
		4.1 Microsystem
		4.2 Mesosystem
		4.3 Exosystem
		4.4 Macrosystem
		4.5 Variations in WTC
	5 Conclusion
		5.1 Contributions to the Field of Knowledge
		5.2 Pedagogical Implications
		5.3 Limitations
		5.4 Future Studies
	Appendix
	References
Building Dialogue Between Cultures: Expats’ Way of Coping in a Foreign Country and Their Willingness to Communicate in a Foreign Language
	1 Introduction
	2 Literature Review
		2.1 Intercultural Dialogue
		2.2 Expatriates
		2.3 Willingness to Communicate in a Foreign Language Other Than English
		2.4 Cultural Immersion and Willingness to Communicate
		2.5 Purpose of the Study
	3 Methodology
		3.1 Participants
		3.2 Data Collection
		3.3 Data Analysis
	4 Results
		4.1 Images of the German Culture and Intercultural Awareness
		4.2 Socialization and Adaptation
		4.3 Basic Categories Influencing Expat Reactions
		4.4 Willingness to Communicate in German
	5 Discussion
		5.1 Intercultural Dialogue and Willingness to Communicate
		5.2 Immersion and Willingness to Communicate
	6 Conclusions
	Appendix: Questionnaire
	References
The Mediating Effect of Culture on the Relationship Between FL Self-assessment and L2 Willingness to Communicate: The Polish and Italian EFL Context
	1 Introduction
	2 Literature Review
		2.1 Culture and L1 Communication
		2.2 Culture in the Model of L2 WTC
		2.3 The Link Between Self-assessment and Culture in the Model of L2 WTC
	3 Methodology
		3.1 Participants—Socio-Demographic Information
		3.2 EFL Learning Experience of the Participants
		3.3 Instruments
		3.4 Procedures
	4 Results
	5 Discussion
	6 Conclusion
	References
What Does Students’ Willingness to Communicate or Reticence Signify to Teachers?
	1 Introduction
	2 Theoretical Framework
		2.1 Willingness to Communicate and Teacher Perception
	3 Methodology
		3.1 Setting and Participants
		3.2 Instrument
		3.3 Data Collection
		3.4 Data Analysis
	4 Results and Discussion
		4.1 Meanings of WTC and Reticence
		4.2 WTC as Motivation
		4.3 WTC as Integrated with Silence
		4.4 WTC and Reticence as Related to Certain Personal Qualities
		4.5 WTC as Predictor and Outcome of Success in Learning English
		4.6 Attributions of WTC and Reticence
	5 Conclusion
	Appendix: Interview Questions
	References
Positive Predictive Value of Extraversion in Diagnosing L2 WTC
	1 Introduction
	2 Literature Review
		2.1 L2 WTC
		2.2 Extraversion (E)
	3 Method
		3.1 Participants
		3.2 Instruments
		3.3 Procedure
	4 Results
	5 Discussion
	6 Conclusions
	References
On the Effect of Using a Flipped Classroom Methodology on Iranian EFL Learners’ Willingness to Communicate
	1 Introduction
	2 Literature Review
		2.1 L2 WTC
		2.2 Flipped Classroom Strategy
	3 Methods
		3.1 Design of the Study
		3.2 The Setting and Participants
		3.3 Instruments
		3.4 The Intervention
		3.5 Data Analysis
	4 Results
	5 Discussion
	6 Concluding Remarks
	References
Examining the Dynamic Relationships Between Willingness to Communicate, Anxiety and Enjoyment Using the Experience Sampling Method
	1 Introduction
	2 Review of Literature
		2.1 Willingness to Communicate
		2.2 Emotions
		2.3 Experience Sampling Method
		2.4 The Present Study
	3 Methodology
		3.1 Participants
		3.2 Materials
		3.3 Experience Sampling Method
		3.4 Procedure
	4 Results
	5 Discussion
	Appendix
	References
The Opportunity to Communicate: A Social Network Approach to L2 WTC and Classroom-Based Research
	1 Introduction
	2 Social Networks: Usefully Simple Maps
	3 The Concept of “Opportunity” Within WTC Research
		3.1 Opportunities as Group Boundaries
		3.2 Opportunity in Talk
		3.3 Opportunity as a System
	4 Direct and Indirect Reciprocity
	5 Centralization, Popularity and Activity
	6 Homophily, Social Selection and Social Influence
	7 Statistical Models
	8 Limitations: Real and Imagined
	9 Conclusion
	References
Teachers’ Immediacy, Self-disclosure, and Technology Policy as Predictors of Willingness to Communicate: A Structural Equational Modeling Analysis
	1 Introduction
		1.1 Teachers’ Immediacy
		1.2 Teachers’ Self-disclosure
		1.3 Teacher Technology Policy
		1.4 The Hypostatized Model
	2 Method
		2.1 Participants
		2.2 Instruments
		2.3 Procedure
		2.4 Data Analysis
	3 Results
		3.1 Preliminary Analysis
		3.2 Construct Validation of the Scales
		3.3 Structural Equation Modeling
	4 Discussion
	5 Conclusion
	References
Vocabulary Size as a Predictor of Willingness to Communicate Inside the Classroom
	1 Introduction
	2 Literature Review
		2.1 Vocabulary and Vocabulary Size
		2.2 Willingness to Communicate in a Second Language
	3 Method
		3.1 Research Design
		3.2 Setting and Participants
		3.3 Instruments
		3.4 Procedures for Data Collection and Analysis
	4 Results
	5 Discussion
	6 Conclusion
	Appendix: Vocabulary Levels Test
	References
Some Directions for Future Research on Willingness to Communicate
	1 Introduction
		1.1 Willingness to Communicate in Other Skills
		1.2 Pedagogical Practices and WTC
		1.3 Psychological Interventions and WTC
		1.4 Examining WTC in L3-LX
		1.5 WTC and Technology
	2 Concluding Remarks
	References