The Relationship Between Willingness to Communicate and EFL Learners’ Oral Proficiency文献综述

 2021-10-21 17:21:17

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文 献 综 述1.Introduction1.1 Research BackgroundWith the rapid development of world politics, economy and culture, the process of global integration is advancing rapidly and steadily. The multi-faceted exchanges and connections between countries are getting closer and closer. Languages have become an important means of communication between people in different language countries through various activities such as national tourism or learning exchanges. Language is a purely human and non-instinctive method of communicating ideas, emotion and desires by means of voluntarily produced symbols (Sapir, 1921). Among them, English, which is an international language, is especially important. China has always attached great importance to English education and cultivated English talents.However, it is a common problem that Chinese EFL learners are not willing to speak Englishin class and out of class, which has closely related to willingness to communicate(WTC). McCroskey et al.(1985) first put forward the definition of WTC,MacIntyre et al. (1998) extends WTC to the field of L2 learning for the first time. After that, many scholars carried out related research on WTC. It is a new subject that has entered the area of L2 learning in recent years.1.2 Need for the studyOne of the most important purposes of language learning is to be able to communicate with others through language. Oral English as an important part and final link of English learning needs to be taken seriously by EFL learners. Willingness to Communicate (WTC) affects the oral proficiency of second language (L2) learners. WTC refers to the tendency to be willing to communicate with others when given the opportunity (McCroskey oral proficiency. Starting from this topic, this thesis will focus on analyzing the relationship between them.1.3 Research purposesMany Chinese and foreign scholars have studied the influential factors of WTC and the WTC model adapted to their domestic EFL learners. Few scholars have studied and analyzed the impact of WTC on L2 learners from the perspective of WTC. Taking China as an example, the phenomenon of dumb English is common in Chinese EFL learners. Does WTC affect spoken English level? Starting from this issue, this thesis is mainly divided into the following purposes. Studying the relationship between WTC and English proficiency is helpful to deepen the understanding of the necessity of daily oral English communication for L2 learners and change the learning methods to improve the efficiency of English learning. At the same time, the study also provides new thinking and new English teaching ideas for the Chinese teaching model of dictation and writing. The focus of English education is on oral communication, which really promotes the development and innovation of L2 education in China. This thesis is also study the correlation between WTC and EFL learners oral proficiency. In other words, to find out whether the level of WTC will affect the oral performance of EFL learners, and conversely, whether the level of oral proficiency of EFL learners will affect their willingness to use oral communication in daily life is the main point of this study. By collecting the oral test scores of EFL learners and analyzing the WTC scale, the R software will be used to calculate the correlation between the two data sets so as to obtain the correlation between WTC and English proficiency.2.Literature review2.1 Definitions of willingness to communicate(WTC) Many linguists have studied the subject of communication and proposed related constructs. At the beginning of the study, Burgoon(1976) advanced the construct of unwillingness to communicate as an "a chronic tendency to avoid and/or devalue oral communicate". Then, he created the unwillingness to communicate scale(UCS) to study the factors that may influence the WTC. After that, McCroskey and Baer (1985) and McCroskey and Richmond(1987) advanced the construct of WTC and defined it, WTC was defined as the tendency of an individual to begin communication when free to do so(McCroskey International Posture and their impact on spoken English communication，he has developed a communication model suitable for Japanese second language learners. WTC research in China is still in its infancy，Wen and Clement (2003) believe that although Chinese students have the desire to participate in communication, they are hindered by social circumstances and emotional perception and cannot develop into direct communication will. The study combines the values of Chinese Confucius thoughts to explore a communicative willingness model suitable for Chinese students. Although predecessors have established a theoretical framework, China's research on WTC is still limited, for example, there is no separate quantitative correlation study on one aspect of English learning. WTC is more scientific and practicable only if it is investigated in different environments. It is a quantitative study of a certain aspect of English learning (MacIntyre, 1998).ReferenceBurgoon, J. K.(1976). The Unwillingness-to-communicate scale: Development and validation. Communication Monographs, 43, 60-69.Barraclough, R. A., Christophel, D. M., ment, R., ment(2010). A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, 16, 18-38.Yashima, T.(2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86, 54-66.汪淑英、盛跃东（2006），影响英语口语表达能力的因素及口语教学。

Sino-US English Teaching，3：45-50。

OutlineThis topic attempts to find the correlation between WTC and EFL learners' oral proficiency based on the existing WTC theory. This thesis is divided into five part. The first chapter is the introduction part, which includes research background, research purpose, and need of the study. The second chapter is literature review, which will introduce the definition of WTC and its development from L1 learners to L2 learners. The third chapter is methodology, introducing four research questions, research design, data collection and data analysis. In chapter four, research result and discussion will addressed. Chapter four will summarize the analysis of the previous chapter to give clear results, and then discuss the results. The last chapter is the conclusion part, summarizing the research results, the implications to English teaching methods and the deficiencies in the research process.

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