چکیده:
Many studies have been conducted on the ways of promoting willingness to communicate in learners in EFL/ESL contexts. While different scholars have undertaken studies on many of these variables, few of these studies have aimed at EFL university students in Iran. This study reports on the role of international posture and perceived communication behavior on Iranian EFL learners’ communication in English. The participants who accepted to attend the survey completed questionnaires on WTC, international posture and perceived communication behaviors. The results driven based on this research indicated that Iranian English BA students are generally tended to speak in English. The participants' willingness to communicate in English was found to have a significant relationship with their perceived communication behaviors and international posture. The findings of this study will be beneficial for various policy makers and practitioners, including those dealing with curriculum development and teacher education to focus more on the elements influencing communication in English.
Many studies have been conducted on the ways of promoting willingness to communicate in learners in EFL/ESL contexts. While different scholars have undertaken studies on many of these variables, few of these studies have aimed at EFL university students in Iran. This study reports on the role of international posture and perceived communication behavior on Iranian EFL learners’ communication in English. The participants who accepted to attend the survey completed questionnaires on WTC, international posture and perceived communication behaviors. The results driven based on this research indicated that Iranian English BA students are generally tended to speak in English. The participants' willingness to communicate in English was found to have a significant relationship with their perceived communication behaviors and international posture. The findings of this study will be beneficial for various policy makers and practitioners, including those dealing with curriculum development and teacher education to focus more on the elements influencing communication in English.
خلاصه ماشینی:
All rights reserved Introduction studies conducted on communication in second language has shown that some of the highly proficient second or foreign language (L2) learners refuse to communicate in the target language, whereas the ones with lower levels of language skills tend to use it continuously (Baghaei, Dourakhshan, {View the image of this page} Salavati, 2012).
The willingness to communicate construct was initially suggested to discover the type of personality individuals demonstrate when using their mother tongue (McCroskey {View the image of this page} Baer, 1985).
The mentioned variables, or predictors of WTC, are fundamental to effective language learning (McCroskey {View the image of this page} Richmond, 1987).
It could be considered a modification from one ethnolinguistic group to a more global community at large with English language as belongs to the international community (Aubrey {View the image of this page} Nowlan, 2013).
Results To find the answer to the proposed research questions of the present study, the relationship between international posture, perceived communication and WTC among intermediate English learners were considered.
The findings of the current study support the effect of self-perceived communication competence on WTC in the English language.
Likewise, lower self-perceived communication competence appear to have negative influence on one‟s strong tendency to have communication in English (Baker {View the image of this page} Maclntyre, 2000; Clement et al.
The predictability of Perceived communication competence and international posture in interactional behaviors and language learning is evident (Maclntyre, 2003).