چکیده:
With day-increasing emphasis on communication as the chief objective of second language learning, willingness to communicate (hereafter WTC) has come into focus by many researchers, teachers, and foreign language institutes. Previous studies show that WTC is highly correlated with the two variables of perceived competence and communication apprehension. This study aimed to investigate the difference in WTC between male and female English major students at Khorasgan University, Iran. Firstly, 55 English major students were asked to respond to three questionnaires on WTC, perceived competence and communication apprehension. The data was analyzed using independent sample t-test. The results showed no significant difference between male and female students in WTC, perceived competence and communication apprehension. The results related to the effect of language proficiency on WTC, perceived competence, and communication apprehensions were also analyzed using one way ANOVA. The results showed no significant differences between the three different groups of students with different levels of language proficiency in their WTC, perceived competence, and communication apprehension
خلاصه ماشینی:
Firstly, 55English major students were asked to respond to three questionnaires on WTC, perceived competence and communication apprehension.
The results showed no significant difference between male and female students in WTC, perceived competence and communication apprehension.
The results related to the effect of language proficiency on WTC, perceived competence, and communication apprehensions were also analyzed using one way ANOVA.
The results showed no significant differences between the three different groups of students with different levels of language proficiency in their WTC, perceived competence, and communication apprehension Key words: willingness to communicate, perceived competence, communication apprehension Introduction Given the potential benefits of participating in communicative interaction, some researchers argue (see for example MacIntyre et al.
Willingness to communicate (WTC) is a relatively new dimension in the exploration of language teaching and learning, part of the wider conceptualization of motivation proposed by Dörnyei (2003, 2005), and defined as the probability that an individual will choose to initiate communication when free to do so (McCroskey, 1992).
Related to the above mentioned research questions, three null hypotheses have been formulated: 1) There is no difference between male and female English learners in Willingness to Communicate (WTC) related to their first and second language.
Since the study focused on the gender differences in WTC, perceived competence and communication apprehension, selecting at least 20 male and 20 female students was necessary.
indicates, no significant difference was found between male and female English learners in the rate of Persian willingness to communicate.