Willingness to Communicate

Matsuoka, Rieko

doi:10.1007/978-94-6300-325-4_9

Cited by 8 publications

(9 citation statements)

References 9 publications

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“…Rather than their actual second language competence, it is perceived competence that drives willingness to communicate in a second language (MacIntyre et al, 1999). Individuals who perceive themselves as poor communicators in a second language are more unwilling to communicate in that language (MacIntyre et al, 1998(MacIntyre et al, , 1999Matsuoka and Evans, 2005). If customers with low perceived second language proficiency are served in their second language, they have to put more effort into the service encounter than customers with high levels of perceived second language proficiency.…”

Section: Theory Development and Hypothesesmentioning

confidence: 99%

Speak my language if you want my money

Vaerenbergh

Holmqvist

2013

European Journal of Marketing

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Purpose -Despite the importance of the interaction between consumers and service personnel for how consumers perceive quality, service research assumes that both customers and service provider are perfectly able to interact with each other. This might not be the case on bilingual markets. This paper aims to examine customers' behavioral reactions to being served in their first versus second language. Specifically, the paper tests whether bilinguals who are served in their second language are less likely to tip the service provider. Moreover, it seeks to examine the mediating role of speech accommodation, and the moderating roles of bilinguals' perceived second language proficiency and political considerations. Design/methodology/approach -Study 1 tests the main hypothesis using a scenario-based experiment with adult consumers in two bilingual countries (Belgium, Finland). Study 2 further elaborates on these findings using a retrospective survey of actual customer experiences in Belgium. Findings -Driven by perceptions of speech accommodation, the results consistently show that consumers are more likely to tip if served in their native language compared to when served in their second language. Moreover, this relationship is not dependent on consumers' perceived second language proficiency, but rather upon their political considerations. Originality/value -This is the first study of bilingual customers' behavioral reactions to being served in their second language, among bilingual customers from different countries. Given that more than half the countries in the world are multilingual, service providers need to take customers' native language into account when serving bilingual customers.

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Section: Theory Development and Hypothesesmentioning

confidence: 99%

Speak my language if you want my money

Vaerenbergh

Holmqvist

2013

European Journal of Marketing

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“…Much of this effect has been attributed to the reciprocal influences of roles and identity, which manifest complex and contradictory influences on WTC; for example, Cao and Philp (2006) noted that interlocutor familiarity boosted learners’ security, while Kang (2005) noted that Korean students in their study felt insecure when grouped with culturally similar peers. Conversely, Matsuoka (2015) reported that seeing culturally similar peers using English well increased WTC through competitiveness amongst Japanese learners. Proficiency also interacts with identity to impact WTC.…”

Section: Literature Reviewmentioning

confidence: 99%

Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk

Ducker

2024

The Modern Language Journal

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Language learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor‐related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint, in which learners’ cognitive and affective reactions to environmental factors are examined. These examinations rarely measure talk itself; however, it has been suggested that a key WTC factor is conversational behaviors. Talk and WTC arise in a communicative space negotiated between all interlocutors; therefore, this article positions conversational maneuvers, such as turn‐taking and floor sharing, as key determiners of WTC. Idiodynamic data from 16 English‐as‐a‐foreign‐language (EFL) classroom conversations showed that (a) dependent on learner reactions, conversational floortime could manifest codependent and competitive facets, (b) EFL learners’ WTC and participation was highly dependent on experienced English users’ facilitating maneuvers, and (c) more voluble EFL students took better advantage of the affordances their experienced counterparts provided than taciturn students. Given the ultimate goal of out‐of‐class WTC and L2 contact, the findings have important implications for training EFL learners in communicative maneuvers to control conversational floortime.

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“…Attentional Control Theory explains why anxiety prevents students from achieving academically (Chen, 2022). The Processing Efficiency Theory (PET), developed by Matsuoka (2015) is the foundation of ACT and shows how apprehension reduces attentional dominance by taking in the threat-related stimulus. Students' nervousness can be brought on by both internal and external factors.…”

Section: Foreign Language Apprehensionmentioning

confidence: 99%

The Effects of Achievement‑Based Assessment on Reading Proficiency, Academic Impulse, Language Apprehension, and Learners’ Self‑Perceptions

Abdulaal,

Shaalan,

Aly

et al. 2023

jltr

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The different sorts of assessment assignments have an impact on both the learners' psychological health and the learning process. Educationalists have spent years trying to identify and put into practice accurate and practical methods for effectively assessing students. Few research studies have tried to investigate how achievement-centered evaluation impacts reading perception, learning impulse, language apprehension, and students' self-confidence assessment despite the significant impact achievement-based has on second language learning. The current study set out to fill this gap in the literature by evaluating how achievement-based assessment affected the development of reading comprehension, academic impulse, language apprehension, and one’s self-confidence. To attain the study goal, 66 intermediate EFL students were randomly split into two groups: an experimental group (EG) and a control group (CG). The students in the CG (N=31) received the conventional assessment over the course of this study (12 sessions). The learners in the (EG) (N = 35), received an achievement-based assessment. The One-Way MANOVA Test showed that students in the experimental group did better than those in the control group. The findings also demonstrated how important the role achievement-based assessment played in promoting reading comprehension, academic impulse, language apprehension, and self-confidence. The results of this study may have repercussions that are advantageous to language learners, teachers, curriculum designers, and policymakers presenting chances for further achievement-based practices.

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Willingness to Communicate

Cited by 8 publications

References 9 publications

Speak my language if you want my money

Speak my language if you want my money

Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk

The Effects of Achievement‑Based Assessment on Reading Proficiency, Academic Impulse, Language Apprehension, and Learners’ Self‑Perceptions

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