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Japanese University Students' L2 Communication Frequency in Positive Classroom Climate

机译：在积极的课堂气氛中日本大学生的L2交流频率

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摘要

The primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clement's (2003) theory of L2 LTC, I replicated Peng and Woodrow's (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.;A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clement's (2003) model and Peng and Woodrow's (2010) study.;Second, Donyei and Kormos' (2000) study was replicated to investigate a significant difference for the four types of the students' speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.;Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables---teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence---supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables---security of speaking, interlocutors, small group, and topic familiarity---supported qualitative studies by Cao (2011) and Kang (2005). The other two variables---point system and tests---were new variables identified in this study.;Positive classroom climate and task motivation (Donyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.'s (1998) L2 LTC model.
机译：该研究的主要目的是确定在日本学习英语的439名大学生（男= 226，女= 213）在外语教室内外工作的交流意愿（LTC）和实际英语交流频率的预测因素。基于Wen和Clement（2003）的L2 LTC理论，我使用状态L2沟通信心，L2学习动机，积极的课堂气氛，L2 LTC变量以及新添加的变量L2复制了Peng和Woodrow（2010）的结构路径模型。实际的说话频率。；在两个上下文中检查了一个假设的结构模型，即教室内的LTC和教室外的LTC。在教室内部，沟通信心是L2 LTC的预测指标。 L2 LTC和L2学习动机是L2交流实际频率的预测指标。积极的课堂气氛是一个中介变量，它通过状态L2的沟通信心和任务动机间接预测L2 LTC。相反，在教室外，陈述L2的沟通信心，L2的学习动机和积极的教室氛围是L2 LTC的预测因素。陈述L2交流的信心，任务动机和积极的课堂氛围是L2交流实际频率的预测指标。结果支持了Wen和Clement（2003）的模型以及Peng和Woodrow（2010）的研究。第二，Donyei和Kormos（2000）的研究被复制以调查四种类型的学生的言语行为之间的显着差异。后测。对英语转弯，日语转弯，英语单词和感叹词进行了重复测量的方差分析（ANOVA），年龄为18-19岁的13名学生（男= 8，女= 5）。这13名参与者是完成第一份问卷的人的一部分。四个因变量没有显着差异。最后，使用转录访谈数据对完成第一份问卷的九名大学生（6名男生和3名女学生）进行了定性分析。访谈中发现了十个变量。四个变量-教师支持，团队凝聚力，二语学习动机和感知的沟通能力-支持定量研究（Peng＆Woodrow，2010）和定性研究（Cao，2011; Peng，2007，2012）。四个额外变量-说话的安全性，对话者，小组成员和话题的熟悉度-支持了曹操（2011）和康（2005）的定性研究。其他两个变量-点系统和测试-是本研究中确定的新变量。积极的课堂气氛和任务动机（Donyei＆Kormos，2000）是影响状态L2沟通信心，L2 LTC和L2的关键变量。采用。结果，我建议在MacIntyre等人（1998）的L2 LTC模型中增加任务动机和积极的课堂气氛。

著录项

  • 作者

    Shimizu, Sunao.;

  • 作者单位

    Temple University.;

  • 授予单位 Temple University.;
  • 学科 Secondary education.
  • 学位 Ed.D.
  • 年度 2017
  • 页码 350 p.
  • 总页数 350
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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