Literaturnachweis - Detailanzeige
Autor/in | Grant, Sean |
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Titel | Effects of Intensive EFL Immersion Programmes on Willingness to Communicate |
Quelle | In: Language Learning Journal, 48 (2020) 4, S.442-453 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-1736 |
DOI | 10.1080/09571736.2017.1422274 |
Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Immersion Programs; Language Usage; Anxiety; Communication (Thought Transfer); Program Descriptions; Communicative Competence (Languages); Predictor Variables; Student Attitudes; Intensive Language Courses; Foreign Countries; Task Analysis; Teaching Methods; Language Fluency; Study Abroad; College Students; Program Effectiveness; Macau Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Immersionsprogramm; Sprachgebrauch; Angst; Communication; thought; Kommunikation; Gedanke; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Prädiktor; Schülerverhalten; Intensivkurs; Sprachkurs; Ausland; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Studies abroad; Auslandsstudium; Collegestudent |
Abstract | Few studies have examined willingness to communicate (WtC) changes resulting from short-term intensive immersion programmes. This study investigated the antecedents to and changes in WtC during one such programme held at a Macau university. The programme required students to reside on campus and participate in extensive task-based communicative language classes and fluency activities with a range of interlocutors from different backgrounds. Pre- and post-programme questionnaire data were collected, and regression analyses indicated perceived competence as the largest predictor for WtC. Repeated measure t-tests indicated significant improvement in WtC and the underlying components of perceived competence, language use anxiety and motivation for language learning as a result of the programme. The results support previous studies on WtC predictors, and suggest short-term intensive English programmes held within the home country of students can be as beneficial to WtC as longer term immersion or study abroad programmes. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |