An Empirical Study On Willingness To Communioate Among Chinese No—English Majors

In China, the emphasis of English education has gradually shifted from mastering language basic skills to cultivating learner’s communicative competence. As we all know, the ultimate goal of language learning is to use it. But most of Chinese students are reluctant to speak English, and the level of their English willingness to communicate is not very high, which causes the phenomenon of dumb English. And in order to improve this phenomenon, it is important to foster learners’ willingness to communicate.After reviewing the relevant studies at home and abroad, this paper attempts to investigate the current state, characteristics of non-English majors’ English learning anxiety(ELA), English learning motivation(ELM), and willingness to communicate(WTC) in English. Besides it studies the correlation between ELA and WTC in English, the correlation between ELM and WTC in English and the relationship of ELA and ELM with WTC in English. Through researching the effects that ELA and ELM have on WTC, problems in students’ WTC are found. It helps English teacher rethink their teaching mode, and further take some measures to improve students’ English communicative competence. Research questions of this paper are as follows:(1) What are the current state and characteristics of ELA, ELM and WTC in English among non-English major students?(2) What is the correlation between ELA and WTC in English?(3) What is the correlation between ELM and WTC in English?(4) What is the relationship of ELA and ELM with WTC in English?By investigating 78 non-English majors in Shenyang Normal University, viii original data is obtained by utilizing Willingness to Communicate in English Questionnaire, English Learning Anxiety Questionnaire, English Learning Motivation Questionnaire and interview. Below are research results obtained by the descriptive statistics, correlation analysis, and multiple regression analysis of SPSS software.(1) The overall ELA of the students is at medium level, the overall ELM of them is at medium level, and the level of the whole WTC in English is low. Compared with WTC inside the classroom, students are more willing to communicate outside the classroom, which means that WTC outside the classroom is higher than that inside the classroom. In addition, they have high communicative apprehension. In order to protect face, or because of lacking self-perceived confidence and low English competence, students are unwilling to speak English. While in the components of ELM, individual development motivation is the main factor that affecting students’ English learning, and then is the social responsibility motivation.(2) The results of correlation analysis show that significantly negative correlation exists between ELA and WTC in English. That is to say, if ELA decreases, WTC in English will increase.(3) Results of the correlation analysis indicate that significantly positive correlation exists between ELM and WTC in English, which means the higher level of ELM is, the higher level of WTC in English will be.(4) Through analyzing these three variables(ELA, ELM and WTC in English), we find that the relationship of ELA and ELM with WTC in English is significantly negative, the correlation between ELA and ELM is significantly negative, and ELA acts as a good predictor of WTC in English.Based on the results, some suggestions are finally proposed. The author hopes that those suggestions will improve students’ WTC in English through the endeavor of both teachers and students, and then advance students’ communicative competence. Suggestions for teachers:a. Teachers should construct harmonious classroom atmosphere. Harmonious and relaxed atmosphere in the classroom can not only reduce students’ English learning anxiety, but also help them practice spoken English.b. The contents teachers teach should suit students, and should not be too difficult. Teachers should be sure that students can learn something in each lesson, and the contents they teach should not be too hard for students to understand.c. Teachers should encourage students to speak English frequently. Teachers can send small gifts as reward for students, or actively guide students to speak English.d. Teachers should try to stimulate students’ interest in English and foster their English learning motivation. They may gradually develop students’ motivation to learn English from external motivation to internal motivation and help them love to learn English and love to speak English. Suggestions for students:a. Students should make great effort to establish good teachers and students relations. Not only good relationship between teachers and students can facilitate the progress of teaching activities, but also it can foster students’ willingness to communicate.b. Students should develop the habit of learning English and practicing spoken English after class. As time in class is limited, students should make full use of after-school time to practice spoken English.c. Students should take part in group cooperative activities actively. In these activities they continue to exercise themselves and accumulate experience so as to improve their spoken English.