Two Affective Variables and Language Learners’ Perceptions of Classroom Interaction

Abstract

Second language acquisition theories highlight the fundamental role of social interaction in facilitating learners' efforts to gain competence in an L2, and consider learners' perceptions of classroom interaction and their affective states to be as important as teaching, in a way that encourages interaction. However, there is a dearth of research focused on learners' perceptions of interaction in the target language and the relationships between these perceptions and both communication motivation and communication apprehension in the language-learning classroom. The purpose of the present study, therefore, is to explore the relationship between learners' perceptions of classroom interaction and learners' communication motivation and communication apprehension. The participants consisted of 162 sophomore students majoring in applied English at a university in Taiwan. Data were collected via a questionnaire. The results showed significant correlations between the learners' perceptions of classroom interaction and three variables: English-language classroom communication apprehension, intrinsic motivation, and years of English learning. Further, a multiple regression analysis showed that intrinsic motivation contributed to the learners' positive perceptions of classroom interaction in regard to using the target language, whereas this was not the case for extrinsic motivation and communication apprehension. The study results have implications for both teaching and research.Keywords: classroom interaction, learners' perceptions, communication apprehension, intrinsic motivation, extrinsic motivation IntroductionAccording to language acquisition theories and empirical research, interaction is a fundamental element in acquiring a language. Based on Long's (1983) interaction hypothesis and Swain's (1985) comprehensible output hypothesis, interaction facilitates L2 learning by providing opportunities to negotiate meaning, to give and receive corrective feedback, to modify output, and to test hypotheses. From a sociocultural perspective, learning comprises social interaction with mediated assistance (Vygotsky, 1987). However, in all kinds of educational interactions, including learner-to-learner and learner-to-teacher types, it is the learners, not the teachers, who must learn. Therefore, learners' perceptions of classroom interaction and their affective states may be just as important as teaching in a way that encourages interaction.Research has documented learners' beliefs about classroom communication (e.g., Hawkey, 2006;Zhou, 2015). Learners' perceptions of classroom communication may vary with their teachers' perceptions. How learners perceive classroom interaction mostly prompted by the activities planned by the teacher may influence learning in the classroom in important ways. Therefore, it is meaningful to focus attention on Chaochang WangThe Journal of Asia TEFL Vol. 14, No. 1, Spring 2017, 16-31 17 the sources of learners' perceptions. Affective variables are considered to be among the most important individua...

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