Following the advent of positive psychology (PP), positive communication behaviors have been studied as significant predictors of language learners’ willingness to communicate in second language (L2WTC). Yet, the role of two important communication behaviors, namely teacher caring and teacher-student rapport, in predicting EFL learners’ L2WTC has remained elusive. To address this gap, this investigation assessed the impact of teacher caring and teacher-student rapport on Chinese EFL learners’ L2WTC. To do so, 4392 Chinese EFL learners were invited to answer three reliable questionnaires. Performing Spearman correlation analysis, favorable relationships were found among the variables. Multiple regression analysis was also conducted to inspect the potential of teacher caring and teacher-student rapport in predicting Chinese EFL learners’ L2WTC. The outcomes of multiple regression analysis indicated that Chinese EFL learners’ L2WTC can be substantially predicted by teacher caring behaviors and teacher-student rapport. The implications and limitations of the findings are also discussed.

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This article explores the historical events relating to the competing claims over the Minerva Reefs by Tonga and Fiji. Tonga's sovereign claim over the Minerva Reefs was prompted by a private group's attempt to establish a sovereign nation on the Reefs in 1972. At that time, Fiji, as well as the South Pacific Forum, recognized Tonga as the only possible owner of the Minerva Reefs, but did not explicitly recognize Tonga's claimed sovereign title. Such position reflected the legal uncertainty in relation to Tonga's claim in 1972. The establishment of the 200 nm Exclusive Economic Zone legal regime in the late 1970s gave rise to Fiji's claim to the Minerva Reefs, whereas subsequent developments in international law have significantly reduced the legal uncertainty in relation to Tonga's claim.

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