A Study on Willingness to Communicate in English of College NonEnglish Majors.docx

A Study on Willingness to Communicate in English of College NonEnglish Majors.docx

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AStudyonWillingnesstoCommunicateinEnglishofCollegeNonEnglishMajors

AStudyonWillingnesstoCommunicateinEnglishofCollegeNon-EnglishMajors

AGraduationThesisSubmittedby

***

InPartialFulfillmentoftheRequirements

For

TheDegreeofBachelorofArts

IntheSubjectofEnglishLanguage

To

Schoolof***

Supervisor:

***

May20,2013

Acknowledgment

 Inwritingthispaper,Ihavebenefitedfromthepresenceofmyteachersandmyclassmates.TheygenerouslyhelpedmecollectmaterialsIneededandmademanyinvaluablesuggestions.Iherebyextendmygratefulthankstothemfortheirkindhelp,withoutwhichthepaperwouldnothavebeenwhatitis.

Particularly,IamdeeplyindebtedtoProfessor***,mysupervisor,whoguidedmethroughoutmywritingofthisthesis.Hecarefullyreadthewholedraftandofferedpainstakingandpreciouscriticism.Hisstandardsofacademicexcellencehavemademyrevisionanexcitingandgratifyingexperience.IalsowishtosincerelythankmyclassmatesandfriendsMiss***andMiss***,whosebrilliantideasandperceptiveobservationshaveprovedimmenselyconstructive.

MyparentstookgoodcareofmylifeandgavemealotofencouragementwhenIwasworkingatthisthesis.Theyalwayssharemywealandwoe.Ifeelmuchgratefulandheartilyowemyachievementtothem.

Furthermore,noneofthiswouldhavebeenpossiblewithoutthehelpofthoseindividualsandorganizationshereaftermentionedwithgratitude:

ourschoollibraryanditsstaff,thelibraryofJiangxiUniversityofScienceandTechnologyanditsstaff.

***

AStudyonWillingnesstoCommunicateinEnglishofCollege

Non-EnglishMajors

摘要

学习语言的最终目标是要用来交流，但是很多因素却导致学生在英语课堂上根本不愿意开口说话，英语教师们还发现有的学生语言水平很好却逃避如何开口的机会，有的语言水平有限却抓紧一切机会用英语交流。

观察发现这是由学习者不同程度的交流意愿引起的。

近年来，关于交流意愿的研究不断深入，激发交际意愿成为当前英语教学的首要目标。

本文以理性的分析对影响中国非英语专业大学生的交流意愿的因素进行了描述性研究，并选取了社会环境，个人因素，课堂焦率，异域态度和外语学习动机五个因素进行了实证性研究，同时证明了交际意愿的强度对英语使用频度的影响。

根据这些理性的分析，本研究认为教师应该在课堂上营造一个轻松和谐的语言学习环境，通过帮助学生了解英语国家的文化，来降低学生的焦虑感,从而提高学生的交际意愿。

关键词：

交际意愿

AStudyonWillingnesstoCommunicateinEnglishofCollege

Non-EnglishMajors

Abstract

TheultimategoaloflanguagelearningistocommunicatebutmanystudentsarereluctanttospeakinEnglishclasses.ManylanguageteachersalsohaveencounteredstudentshighinlinguisticcompetencewhoareunwillingtousetheirEnglishforcommunicationwhereasotherstudents.Withonlyminimallinguisticknowledge,seemtocommunicateintheEnglishwheneverpossiblewhichisbecauseofdifferentlevelsofwillingnesstocommunicate（willingnesstocommunicate）foundinrelatedobservations.Recentresearchhasshownthegrowinginterestinwillingnesstocommunicateinsecondlanguagelearning.ThepresentstudyaimsatexploringthedeterminantsofwillingnesstocommunicateoflanguagelearnersinChinaandprovingtherelationshipbetweenwillingnesstocommunicateandfrequencyandamountofcommunicationinEnglish.

Fromthisrationalanalyses,wecanseethatastrongwillingnesstocommunicateresultsinfrequentandgreatamountofusingEnglish.Thusthestudents’abilityofspeakingEnglishisgreatlyimproved.ItisrecommendedthatintheclassroomteacherscreateasecureandharmoniousatmosphereandhelptodevelopapositiveattitudetowardtheEnglishcommunity.

Keywords：

Willingnesstocommunicate

Contents

Introduction

Chapter1ResearchBackground…………………………….......................

1.1AboutWillingnesstoCommunicate……………………............................

1.1.1DefinitionofWillingnesstoCommunicateinL1………...........................

1.1.2DefinitionofWillingnesstoCommunicateinEnglish……........................

1.2OverviewthePresentSituation……………………………........................

1.3PurposeandSignificanceofPresentResearch...........................................

1.4StructureofThisThesis………………………………………....................

Chapter2ReasonAnalysisofLowWillingnesstoCommunicate…...............

2.1EnglishClassAnxiety…………………………………………….................

2.2Personality………………………………………………………...................

2.2.1Risk-taking…………………………………………………….....................

2.2.2Toleranceofambiguity………………………………………......................

2.2.3TherelationshipbetweenSPCCandwillingnesstocommunicate…............

2.3SocietalContext…………………………………………………..................

2.3.1Therelationshipbetweengenderandwillingnesstocommunicate...............

2.3.2GroupCohesiveness………………………………………….......................

2.3.3TeacherSupport……………………………………......................................

2.4IntergroupAttitude……………………………………………......................

2.4.1TherelationshipbetweenwillingnesstocommunicateandDC…….............

2.5EnglishLearningMotivation………………………………………..............

Chapter3TheMethodsUsedforImprovingWillingnesstoCommunicate….

3.1ToCreateHarmoniousandComfort