BRIDGING THE SOCIO-COGNITIVE DIVIDE: RETHINKING THE WILLINGNESS TO COMMUNICATE CONCEPT FROM A CONVERSATION-BASED ELF PERSPECTIVE
Journal Title: Novitas-ROYAL (Research on Youth and Language) - Year 2014, Vol 8, Issue 1
Abstract
Extending earlier research on the concept of Willingness to Communicate (WTC) (e.g., MacIntyre et al., 1998), this paper tests the WTC concept on a secondary school in Singapore where English is used as a lingua franca. In doing so, a layer of complexity is added to the WTC concept. By focusing on classroom interactions involving one immigrant student from China and examining how her WTC changes over the course of a school year, this paper argues that the sociolinguistic notion of English as a Lingua Franca (ELF) can enhance earlier conceptualizations of WTC. Such a theoretical and methodological renovation of WTC is vitally important in order to take into account the lived and learning experiences of immigrant students in an increasingly globalized education landscape.
Authors and Affiliations
Peter De Costa
Keywords
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