Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs

TLDR

Immersion and other intensive language programs yield linguistic and non‑linguistic outcomes, notably a willingness to communicate that is enhanced by perceived competence and reduced anxiety and varies between immersion and non‑immersion learners. The study aims to compare university‑level immersion and non‑immersion students on willingness to communicate, communication apprehension, perceived competence, communication frequency, and integrative motivation. Researchers assessed these variables in a cohort of university students, measuring willingness to communicate, communication apprehension, perceived competence, communication frequency, and integrative motivation to identify differences between immersion and non‑immersion groups. Immersion and non‑immersion groups differed in communication‑related variables but not in motivation, with distinct correlation patterns, and the results were interpreted through Skehan’s talking‑in‑order‑to‑learn concept and a willingness‑to‑communicate model.

Abstract

Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn and a model of L2 willingness to communicate