A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Abstract
This article reports on a multiple case study that investigated the dynamic and situated nature of learners' willingness to communicate (WTC) in second language (L2) classrooms. Framed within a sociocognitive perspective on L2 learning which draws together social, environmental, and individual factors, this study traced WTC among six learners of English as a second language enrolled in an English for academic purposes programme in New Zealand...
Paper Details
Title
A Sociocognitive Perspective on Second Language Classroom Willingness to Communicate
Published Date
Dec 1, 2014
Journal
Volume
48
Issue
4
Pages
789 - 814
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Notes
History