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Exploring 'Willingness to Participat...

Bernales, Carolina A.

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Exploring 'Willingness to Participate' in the FL Classroom: A Quantitative and Qualitative Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring 'Willingness to Participate' in the FL Classroom: A Quantitative and Qualitative Study./
作者:	Bernales, Carolina A.
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624688
ISBN:	9781303986079

Exploring 'Willingness to Participate' in the FL Classroom: A Quantitative and Qualitative Study.
Bernales, Carolina A.

Exploring 'Willingness to Participate' in the FL Classroom: A Quantitative and Qualitative Study. - 208 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

Classroom participation is taken for granted in the second/foreign language classroom. In modern language teaching, it is assumed that students need to be Willing to Communicate in the L2 in class in order to learn the language. However, students may not always behave in that way and may choose not to participate by verbalizing their thoughts in front of others in the class. What's more, since learners' first language (L1) in the foreign language classroom is not always acknowledged as a pedagogical resource by FL instructors, learners with (real or self-perceived) limited L2 communication skills are often times left with no choice but silence. This mixed-methods study investigates L2 use and classroom participation practices in an FL department, German, whose policies do not prohibit the use of the first language in the classroom. Specifically, this study explores how students view their participatory role in the FL classroom, their instructor's expectations, and classroom norms and language-use policies. Data were collected in a focal section of third-semester German over the course of one semester. Students answered an in-class survey administered three to four times during the lessons sampled. Using stimulated recall interviews, individual students were asked to explain their reasoning and thoughts when speaking or remaining silent at specific moments of the class meetings. Findings showed that (a) there was a link between students' reported percentages of thoughts in the L2 and their reported percentage of L2 use; (b) students became better able to predict the articulation of their class-related thoughts and their L2 thoughts over time; (c) independent of students' L2 speaking goals, their L2 production progressively aligned with classroom norms and the teacher's expectations; and (d) students considered (L1/L2) silence a legitimate form of participation in the FL classroom. These findings provide support for a reexamination of the concept of Willingness to Communicate in favor of a broader concept that incorporates L1 use and students' silence as important components of classroom participation. Pedagogical implications of these findings are discussed.

ISBN: 9781303986079Subjects--Topical Terms:

1064562
Education, Foreign Language.

Exploring 'Willingness to Participate' in the FL Classroom: A Quantitative and Qualitative Study.
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500 $a Adviser: Monika Chavez.
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