L2 Classroom Willingness To Communicate Among Chinese Non-english Major Undergraduate Students:A Study Based On Dynamic System Theory

L2 Willingness to communicate(WTC),directly indicating the actual communication behaviors,is believed to be a crucial factor in L2 development.For Asian countries and regions like China where communication opportunities through target language are rare,L2 classroom communication plays a significant role in L2 development.Therefore,L2 classroom WTC needs to be investigated.Recently,L2 classroom WTC(L2 WTC at state level)from a dynamic perspective has received increasing research attention,in addition to traditional quantitative studies of WTC at trait level.Instead of being isolated from each other,trait-like WTC and state level of WTC have been found to be complementary to each other.However,studies into the dynamism of L2 classroom WTC combining both contextual factors and individual characteristics are still inadequate.Within the framework of second language WTC theory and Dynamic System Theory,this thesis reports a study combining individual factors and contextual factors of learners,explores the dynamism of classroom WTC and factors behind it,with the aim of understanding why the second language(L2)learners choose(or avoid)communication at given moments.The study used a mixed method of qualitative and quantitative research,which involved a questionnaire on trait characteristics,a self-rating scale indicating classroom WTC marked by students on five-second intervals,and a follow-up stimulated interview exploring factors behind classroom WTC.Two research questions were addressed as follows:Q1.Does the Chinese non-English major undergraduate students' L2 classroom WTC change over time? If so,Q2.What factors jointly contribute to the Chinese non-English major undergraduate students' L2 classroom WTC?The research was conducted in four intact on-going English classes instructed by one English teacher where 73 Chinese non-English major undergraduates participated in the investigation.Data came from two sessions,each of which involved a one-way speaking task which required students to exchange their opinions and to offer their supporting arguments.Two topics were involved.Because of limited class time,twelve out of 73 students took part in the topic one's classroom WTC rating and follow-up stimulated interview.Five out of twelve participated in both sessions' classroom WTC rating and interview.Based on the research questions,the major findings of the present study are presented as follows.Firstly,L2 classroom WTC changes over time,from session to session and moment to moment within a single task.Secondly,learners' L2 classroom WTC is jointly influenced by both individual factors and contextual factors.In terms of individual factors,apart from communication anxiety and perceived communication competence,two more individual factors are recognized,which are motivation and linguistic knowledge.Contextual factors jointly contributing to learners' L2 classroom WTC fluctuation are as follows: topic and activity.More specifically,topic-related factors are content knowledge including topic familiarity and L2 vocabulary of the topic.The factor relating activity is mainly indicating bonus points given for the task,task type,task rehearsal and pre-task planning time.Contextual elements like topic familiarity are found not to always positively influence classroom WTC.Therefore,a difference must be noticed between objective factors and subjective perceptions of learners when discussing contextual factors affecting classroom WTC.The findings obtained in the present study not only correspond with the statement that the combination of individual and contextual factors influences L2 classroom WTC,but also extends the inquiry into the contextual factors affecting classroom WTC by identifying two more contextual elements under task theme—task rehearsal and bonus points offered for the in-class task.With a detailed discussion of the findings,the present study hopes to offer some suggestions for English teachers on in-class activities design so as to enhance Chinese non-English major undergraduate students' L2 WTC in English class,which in turn improves learners' L2 communication.