Startseite Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language
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Exploring the hierarchical antecedents of willingness to communicate and its relationship with utterance fluency in learning Chinese as a foreign language

  • Peijian Paul Sun

    Peijian Paul Sun (PhD, University of Auckland) is Professor in Applied Linguistics at the Department of Linguistics, Zhejiang University, China. His research focuses on L2 speaking, L2 learning and teaching, teacher education, and educational technology. His publications have appeared in various journals, such as TESOL Quarterly, Computer Assisted Language Learning, Language Teaching Research, and System, among others. He serves as a guest editor for System and an associate editor for Frontiers in Psychology. He is also an editorial board member for journals, including System, Asia-Pacific Education Researcher, and Researching and Teaching Chinese as a Foreign Language.

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Veröffentlicht/Copyright: 25. Februar 2025
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching

Abstract

Informed by the willingness to communicate (WTC) model, this study investigated the hierarchical antecedents of WTC and its relationship with utterance fluency in the context of learning Chinese as a foreign language (L2 Chinese). Data were collected from 236 L2 Chinese learners who completed a questionnaire and an L2 Chinese speech competence test. Of these participants, 94 also completed an L2 Chinese speech performance test. The results revealed that L2 Chinese WTC could be hierarchically subject to linguistic (i.e., speech competence), psychological (i.e., speaking anxiety, speaking motivation, and speaking self-efficacy), and sociocultural (i.e., attitudes toward the target language’s society, culture, and classroom instruction) factors as its high-evidence antecedents. The study also found that L2 Chinese WTC did not significantly contribute to any of the four fine-grained measures of utterance fluency (i.e., speech rate, pruned speech rate, articulation rate, and pruned articulation rate). The study concludes with pedagogical insights for teachers.

Keywords: willingness to communicate; utterance fluency; L2 Chinese; hierarchical antecedents; relationship
Corresponding author: Peijian Paul Sun, Department of Linguistics, Zhejiang University, 866Yuhangtang Rd, Xihu District, Hangzhou, 310058, China, E-mail:

Funding source: Fundamental Research Funds for the Central Universities in China

About the author

Peijian Paul Sun

Peijian Paul Sun (PhD, University of Auckland) is Professor in Applied Linguistics at the Department of Linguistics, Zhejiang University, China. His research focuses on L2 speaking, L2 learning and teaching, teacher education, and educational technology. His publications have appeared in various journals, such as TESOL Quarterly, Computer Assisted Language Learning, Language Teaching Research, and System, among others. He serves as a guest editor for System and an associate editor for Frontiers in Psychology. He is also an editorial board member for journals, including System, Asia-Pacific Education Researcher, and Researching and Teaching Chinese as a Foreign Language.

  1. Research ethics: The study was reviewed and approved by the Human Participants Ethics Committee of Zhejiang University under the approval number SIS2022-05.

  2. Author contributions: The author has accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Conflict of interest: No potential conflict of interest was reported by the author.

  4. Research funding: This work was supported by the Fundamental Research Funds for the Central Universities in China.

  5. Data availability: The raw data can be obtained on request from the corresponding author.

Appendix 1: Questionnaire items

L2 Chinese willingness to communicate

  1. I would like to use Chinse to make a presentaion in front of a large group.

  2. I would like to use Chinse to talk with an acquaintance while standing in line.

  3. I would like to use Chinse to talke with a slaesperson in a store.

  4. I would like to use Chinse to talk in a small group of strangers.

  5. I would like to use Chinse to talk with a friend while standing in line.

  6. I would like to use Chinse to talk in a small group of friends.

L2 Chinese speaking self-efficacy

  1. If I make more effort, I am sure I will be able to speak Chinese better.

  2. I believe that I will be capable of speaking Chinese in any situations if I keep studying it hard.

  3. I am sure I have the ability to improve my spoken Chinese.

L2 Chinese speaking anxiety

  1. I get nervous when I am speaking in my Chinese class.

  2. I get nervous when I am speaking Chinese after class.

  3. I would feel nervous speaking Chinese with native Chinese speakers.

  4. I would feel nervous speaking Chinese with non-native Chinese speakers.

  5. I will get nervous when I do not understand what the teacher is saying in Chinese class.

  6. I will get nervous even if I am well prepared for my Chinese class.

  7. I will get worried when others do not understand what I am saying.

  8. I will get worried about making mistakes such as grammar mistakes, vocabulary mistakes when I am speaking Chinese.

  9. I am worried about being corrected in class, because it embarrasses me.

  10. I will not normally raise or respond a question in Chinese either in class or after class.

  11. I would get nervous either in class or after class if a person asked me a question in Chinese.

L2 Chinese speaking motivation

  1. I think being able to speaking Chinese will be useful in travelling.

  2. I think it will be useful in getting a job if a person can speak Chinese.

  3. I think it will be helpful for my college application if I can speak Chinse.

Attitude towards L2 Chinese society

  1. I like traveling in China.

  2. I like Chinese people in the city I am living.

  3. I like making friends with Chinese people.

  4. I would like to know more about Chinese people.

Attitude towards L2 Chinese culture

  1. I like Chinese songs.

  2. I like watching Chinese movies.

  3. I like reading either magazines or newspapers or books in Chinese.

  4. I like watching Chinese TV shows.

  5. I like Chinese traditional culture.

Attitude towards L2 Chinese classroom instruction

  1. I like taking Chinese Speaking Class.

  2. I like the atmosphere in Chinese Speaking Class.

  3. I think Chinese Speaking Class is interesting.

  4. I am looking forward to taking Chinese Speaking Class.

Appendix 2: Chinese speech competence test (sample)

第一部分 选词填空 (Vocabulary 10 items)

  1. 本室所有报刊杂志只准在 阅读。

    1. 桌子 B. 屋里 C. 室内 D. 室外

  2. 老同学看到我那股登山的劲头时,特别 我的体质,并问我是如何保养的。

    1. 喜欢 B. 爱好 C. 羡慕 D. 想要

第二部分:句子理解 (Implicature 10 times)

  1. 小明和小东在讨论他们的室友小磊。

  2. 小明:“小东,你知道小磊在哪里吗?”

  3. 小东:“我之前好像听到他的房间里有音乐。”

  4. 请问小东的回答表达了什么意思?

  5. A:小磊忘记关音乐了。 B:小磊的音乐打扰到小东了。

  6. C:小磊可能在房间里。 D:小磊在听音乐。

  1. 小磊和小明打算在北京租公寓住。他们找了很久也没租到满意的公寓。

  2. 小磊:北京公寓实在太难找了。

  3. 小明:如果我们有一百万就好了。

  4. 请问小明想要表达什么意思?

  5. A:他们没有一百万。

  6. B:一百万才能在北京租公寓。

  7. C:他不想找公寓了,因为公寓租金太贵了。

  8. D:他觉得是因为公寓租金太贵所以很难找到满意的。

第三部分:情景固定用语 (Situational routines 10 items)

  1. 小明在一个聚会上碰到了他的老朋友孙强。他们很多年没见了。

  2. 请问小明见到孙强第一句话会说什么。

  3. A:饭吃了吗?

  4. B:好久不见了,孙强。

  5. C:有空到我家聚聚。

  6. D:这个聚会怎么样?

  1. 小明向小东借了一千元钱。一周过去了,小明还了小东五百元。

  2. 小明说:“不好意思,小东。我先还你五百,下周再还你五百。”

  3. 请问小东会怎么回答?

  4. A:好的。不过你得付利息。

  5. B:真能拖。

  6. C:不行,你得现在还我。

  7. D:没事儿,不急。

Appendix 3: Chinese speech performance test (sample)

第一部分:朗读 (Read-aloud)

当你有六个苹果的时候,千万不要都吃掉。因为你全部吃掉,也只能吃到一种味道。如果你把其中五个给别人,尽管从表面上看你少了五个苹果,但实际上你却得到了五个人的友情和好感。以后你还能得到更多,你会从这个人手里得到一个橘子,那个人手里得到一个梨,最后你可能得到六种不同的水果,五个人的友谊。人一定要学会用你拥有的东西去换取更加重要的东西。所以说,放弃有时候是一种智慧。

第二部分:听后复述 (Listen-and-retell)

Listening script: 如果你想减肥,那么必须做到两点:一是少吃东西,二是多运动。少吃不代表不吃,而是要科学地吃。关键是要多运动,但是也不需要每天都运动,一周运动两到三次,每次运动一个小时也就差不多了。骑自行车、打篮球、跑步等都是很好的减肥运动。要想减肥成功,一定要坚持,不能怕累,否则很难有效果。

第三部分:看图说话 (Picture description)

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Received: 2024-02-17
Accepted: 2025-02-05
Published Online: 2025-02-25

© 2025 Walter de Gruyter GmbH, Berlin/Boston

https://doi.org/10.1515/iral-2024-0058
Schlagwörter für diesen Artikel
willingness to communicate; utterance fluency; L2 Chinese; hierarchical antecedents; relationship
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