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1、AnExplorationofChineseEFLLearners’WillingnesstoCommunicateinsidetheClassroomByFengFangUndertheSupervisionofProfessorLiMingSubmittedinPartialFulfillmentoftheRequirementsFortheDegreeofMasterofArtsSchoolofForeignStudiesSoochowUniversityApril,2014ACKNOWLEDGEMENTSAtthepointoffin
2、ishingthispaper,Iwouldliketotakethisopportunitytoexpressmyheartfeltgratitudeandappreciationtoallthosewhohelpedmeinmanyways.Firstofall,mysincerethanksshouldgotomysupervisor,ProfessorLiMing,forhisvaluableandspecificadviceontheshapingofmyideas,forhisinsightfulcommentsoneverypi
3、eceofmyresearchproposalandforhispatienceincheckingandcorrectingmymanuscript.Itwashisexpertguidance,constructivesuggestionsandunfailingsupportthathavesustainedmethroughallthestagesofmywriting.Iamalsogreatlyindebtedtoalltheprofessorsandteacherswhoinspiredinmeadeepzestforappli
4、edlinguisticsduringmygraduatestudies.MyspecialgratitudealsogoestoDr.WangYuandProfessorGuPeiyafortheirinvaluableadviceonthemethodologypartofthisstudy.Iverymuchappreciatetheknowledgeandwisdomthattheysharedwithme.Finally,myheartfeltthanksarealsoextendedtotheteachersandstudents
5、whoparticipatedinmystudy,withoutwhosesupportandcontribution,thecompletionofthispapercouldnothavebeenpossible.iABSTRACTItisgenerallyacknowledgedthatcommunicationbearsacloserelationshipwithsecondlanguageacquisitionandthattheprimarygoalofforeignlanguageinstructionshouldbethecu
6、ltivationoflearners’communicativecompetence,thepremiseofwhich,however,isthedevelopmentoflearners’willingnesstocommunicate(WTC)inL2.Therefore,researcherssuchasMacIntyreetal.(1998)proposedtheconstructofL2WTC.Asanewindividualdifference(ID)variable,L2WTChasbeenextensivelystudie
7、dinrecentyears.However,mostofthesestudieswerefocusedonexaminingL2WTCinrelationtoavarietyofIDfactorsintheWesternESLcontext;littleefforthasbeendevotedtoinvestigatingL2WTCinconjunctionwithclassroomcontextualvariablesundertheEFLcontext.Therefore,thepresentstudyisundertaken,usin
8、gPeng&Woodrow’s(2010)modelasatheoreticalframework,toexaminetheinterrelationshipsam