Sex and Age Effects on Willingness to Communicate, Anxiety, Perceived Competence, and L2 Motivation Among Junior High School French Immersion Students

Abstract

The present study involves a cross–sectional investigation of second–language (L2) communication among students in a junior high French late immersion program. The effects of language, sex, and grade on willingness to communicate (WTC), anxiety, and perceived communication competence, on frequency of communication in French, and on the attitude and motivation variables are examined globally and at each grade level. It was found that students’ L2 WTC, perceived competence, and frequency of communication in French increased from grades 7 to 8 and was maintained between grades 8 and 9, despite a drop in motivation between grades 7 and 8 and a steady level of anxiety across the three grades.