Beyond Willingness to Speak Chinese:  Case of Transferring Learning Chinese into Communication among University of Ghana Students.

Nkrumah, Bright

doi:10.18844/gjflt.v11i1.5339

Cited by 3 publications

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“…For example, Liu (2017) investigated adult Chinese as a second language (CSL) learners' WTC in Chinese and found their WTC was determined by speaking anxiety and length of stay in China. Nkrumah (2021) also found that the environment and teaching practices influenced CSL learners' WTC. However, aside from Hosseinpur and Nevisi (2017), which found a positive relation between pragmatic production and WTC, few studies have investigated the relationship between pragmatic competence and WTC.…”

Section: Introductionmentioning

confidence: 88%

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Ren

2021

Front. Psychol.

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Research in second language (L2) pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate (WTC) in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language (CSL) learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence (SPCC) questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed.

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Section: Introductionmentioning

confidence: 88%

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Ren

2021

Front. Psychol.

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“…They enter the learning environment with different and sometimes conflicting cultures and subcultures ( Lee and Lee, 2020 ). They do not just try to express themselves, but their goal is to influence their audience ( Nkrumah, 2021 ). In other words, by talking, they want the audience to understand what they mean.…”

Section: Introductionmentioning

confidence: 99%

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

Cai

2021

Front. Psychol.

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The teacher–learner relationship is not just a simple action and reaction on both sides of the relationship but a complete exchange that takes shape in the context of the factors that affect it. To understand the factors affecting this relationship, the present study investigated the predictability of Chinese English as a Foreign Language (EFL) students’ willingness to communicate (WTC) through teachers’ immediacy and teacher–student rapport. To conduct the study, 858 EFL students from Xinyang Normal University in Henan province of China were invited to participate in the study. To collect the required data, the researcher employed the Willingness to Communicate Questionnaire, Verbal and Nonverbal Immediacy Questionnaire, and Professor–Student Rapport Scale. Pearson product–moment correlation coefficient and structural equation modeling (SEM) were used to analyze the data. Results revealed that there was a strong positive relationship between teacher immediacy and teacher–student rapport and learners’ willingness to communicate. The findings also demonstrated that teachers’ immediacy and teacher–student rapport were positive predictors of learners’ willingness to communicate. The paper argues that teachers need to enhance their interpersonal relations with their students to make them willing to communicate in their classes.

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“…The need for communication is one of the most important things in a person's life (Nkrumah et al, 2021). When we enter relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it, and plan our activities in society based on this analysis.…”

Section: Introductionmentioning

confidence: 99%

“…Continuing research in this area of child psychology, Mukhina notes that in the sphere of "child -adult" and "child -parents" there are new relationships "child-teacher", raising the child to the level of social requirements for his behavior. In a teacher for a schoolchild, the normative requirements are implemented with more certainty than in a family, because in the primary conditions of communication it is difficult to distinguish oneself and evaluate the nature of one's behavior (Nkrumah, 2021). Only the teacher who makes demands on the school child, evaluating his behavior, creates normal conditions for the child's life in society.…”

Section: Introductionmentioning

confidence: 99%

Preparation of future specialists for the formation of educational communication skills for elementary school children

Karasheva¹,

Amirova²,

Ageyeva³

et al. 2021

WJET

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Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers. Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers

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Beyond Willingness to Speak Chinese: Case of Transferring Learning Chinese into Communication among University of Ghana Students.

Cited by 3 publications

References 0 publications

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

Pragmatic Competence and Willingness to Communicate Among L2 Learners of Chinese

The Predictability of Chinese English as a Foreign Language Students’ Willingness to Communicate Through Teachers’ Immediacy and Teacher–Student Rapport

Preparation of future specialists for the formation of educational communication skills for elementary school children

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