Are university students willing to communicate in their language classes with teachers,

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F20%3A43895625" target="_blank" >RIV/44555601:13430/20:43895625 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/inted.2020.0854" target="_blank" >http://dx.doi.org/10.21125/inted.2020.0854</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2020.0854" target="_blank" >10.21125/inted.2020.0854</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Are university students willing to communicate in their language classes with teachers,

Popis výsledku v původním jazyce

One of the main goals of foreign language (L2) teaching is to prepare students for authentic communication. Despite the communicative approach and individual approach to learners, language teachers often encounter students&apos; unwillingness to participate in communication with them. This article provides information on research into the students&apos; willingness to communicate during lessons in L2 at the university level. The aim of the project was to obtain feedback from students about the extent to which they are willing to communicate in L2 in the classroom, and what motives they give for communicating with a teacher. We investigated whether students were willing to communicate during lessons in L2, how their level of willingness changed concerning particular language skills. According to Maclntyre [1] variables that influence the willingness to communicate are divided into situational variables (e.g. school classroom climate) and the pupil&apos;s characteristics (e.g. communication anxiety, self-assessment of one&apos;s communication competence or attitude to the subject). We were concerned about communication in L2 and communication barriers, e.g. anxiety, fear of mistakes. The fear of communicating in a foreign language is defined as the learner&apos;s fear and negative feelings caused by learning and communicating in a foreign language in the classroom environment. Furthermore, we focused specifically on communication between a teacher and a student and the reported reasons for communication. Martin, Myers, &amp; Mottet [2] described five reasons for communication with a teacher in class (relationship, practical, participatory, apology and servility reasons). The research was conducted based on a mixed design research methodology. The questionnaire survey, which provided background for a qualitative part, was followed by semi-structured interviews with students. In the qualitative part of the research data was obtained from 238 questionnaires containing two scales, i.e. Willingness to communicate in English lessons and Motives for communication with a teacher in the classroom. Interviews with selected students and a subsequent analysis provided more detailed information on the individual needs of students to communicate in the classroom with a teacher, students&apos; attitudes to L2 communication and communication barriers. It also contributed to the understanding of the students&apos; concept of classroom communication in L2. The research results indicate a difference in the reported level of willingness to communicate among four language skills. Students reported communication for practical reasons as the most frequent reason for communication with a teacher.

Název v anglickém jazyce

Are university students willing to communicate in their language classes with teachers,

Popis výsledku anglicky

One of the main goals of foreign language (L2) teaching is to prepare students for authentic communication. Despite the communicative approach and individual approach to learners, language teachers often encounter students&apos; unwillingness to participate in communication with them. This article provides information on research into the students&apos; willingness to communicate during lessons in L2 at the university level. The aim of the project was to obtain feedback from students about the extent to which they are willing to communicate in L2 in the classroom, and what motives they give for communicating with a teacher. We investigated whether students were willing to communicate during lessons in L2, how their level of willingness changed concerning particular language skills. According to Maclntyre [1] variables that influence the willingness to communicate are divided into situational variables (e.g. school classroom climate) and the pupil&apos;s characteristics (e.g. communication anxiety, self-assessment of one&apos;s communication competence or attitude to the subject). We were concerned about communication in L2 and communication barriers, e.g. anxiety, fear of mistakes. The fear of communicating in a foreign language is defined as the learner&apos;s fear and negative feelings caused by learning and communicating in a foreign language in the classroom environment. Furthermore, we focused specifically on communication between a teacher and a student and the reported reasons for communication. Martin, Myers, &amp; Mottet [2] described five reasons for communication with a teacher in class (relationship, practical, participatory, apology and servility reasons). The research was conducted based on a mixed design research methodology. The questionnaire survey, which provided background for a qualitative part, was followed by semi-structured interviews with students. In the qualitative part of the research data was obtained from 238 questionnaires containing two scales, i.e. Willingness to communicate in English lessons and Motives for communication with a teacher in the classroom. Interviews with selected students and a subsequent analysis provided more detailed information on the individual needs of students to communicate in the classroom with a teacher, students&apos; attitudes to L2 communication and communication barriers. It also contributed to the understanding of the students&apos; concept of classroom communication in L2. The research results indicate a difference in the reported level of willingness to communicate among four language skills. Students reported communication for practical reasons as the most frequent reason for communication with a teacher.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

60201 - General language studies

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

14th International Technology, Education and Development Conference (INTED 2020)

ISBN

978-84-09-17939-8

ISSN

—

e-ISSN

—

Počet stran výsledku

8

Strana od-do

2855-2862

Název nakladatele

Iated-Int Assoc Technology Education &amp; Development

Místo vydání

Valenca, Spain

Místo konání akce

Valencia, SPAIN

Datum konání akce

2. 3. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000558088802149