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Classroom environment communicative intention English Majors multivariate study

Author: LvShengLu
Tutor: WangZuo
School: Northwest Normal University
Course: English Language and Literature
Keywords: Willingness to Communicate in English classrooms Latent variable Intrinsic relationship Structural equation modeling
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 150
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Abstract

WTC in recent years by linguists and educational psychologists attention and become the second language acquisition and second language communicative areas of research focuses. With the WTC deepening of the research, more and more researchers believe that to truly improve learners' English communicative competence, we must first cultivate and stimulate their English communicative desire. However, our English majors in English class using English to communicate the wishes still not strong enough. At present, the domestic WTC research is still at an early stage of exploration, that affect our students' English communicative intention multivariate empirical study less, so this paper integrates English WTC existing theories and previous empirical findings, based on a Gardner (2001) social education model and MacIntyre (1998) and others second language WTC model as the theoretical basis to construct the classroom environment English communicative intention and its influencing factors hypothetical model, designed to explore impact of English communicative intention main factors explaining these factors interactions and relationships. In this paper, domestic and foreign scholars (MacIntyre and Charos, 1996; Macintyre et al., 2001; Hashimo, 2002; Shi, 2009) questionnaire, based on modifying the design of the study required questionnaire survey analysis assumes that the model proposed six factors: the communicative intention, motivation, second language communicative anxiety, self-perceived communicative competence, second language use frequencies and two language levels. Total from Gansu Province, three universities 217 English majors juniors involved in a questionnaire. Raw data is first used SPSS12.0 software for data entry, after sampling test check and using principal component analysis method for screening analysis to obtain a set of observed variables data, and based on this data to form the sample matrix, and then use structural equation modeling software LISREL 8.0 First, a model is constructed to determine the factors that the relationship between, then the model is identified and evaluated finally conceived hypothetical model of the sample matrix fit of inspection. After a series of model tests build and amendments, obtained in this study ultimately causal structure model. Model results show that: (1) learning motivation, second language communicative anxiety and self-perceived communicative competence both in English WTC direct impact, while two language communication frequency only to the English communicative intention indirect effects. Two language levels on WTC degree of influence is not significant. (2) second language communicative anxiety directly affects the communicative intention, motivation and self-perception of communicative competence, but also by learning motivation, self-perception of communicative competence as well as second language frequency of use WTC indirectly. (3) self-perceived communicative competence directly affects second language usage frequency by frequency of use, level of learning and communicative intention indirect effect. (4) Second Language usage frequency and Second Language level is almost irrelevant. English WTC intensity of these factors together result. In this study, foreign language teachers to understand students 'communicative intention condition and the main factors to take effective measures and to improve students' classroom English communicative intention and actual communicative competence has important implications. In this study, to some extent validated structural equation model simultaneously study multiple variables and their inter-relationships of the advantages, get richer data. This study suggests that second language WTC studies from multiple perspectives unfold, in addition to this the variables involved outside, but also take into account gender, age and other social factors on WTC impact, but also from educational psychology and cognitive perspective of quantitative and qualitative Integrated research to a more comprehensive understanding of communicative intention of influencing factors and their relationships.

Classroom environment communicative intention English Majors multivariate study

Abstract

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