Conceptualizing WTC in a L2: A Situational Model of L2 Confidence and Affiliation

This article uses early research in L2 speakers' willingness to communicate and categorizes WTC into linguistic, communicative, and social/psychological factors on a neatly created pyramid. Macintyre et al. seems to say that the social/psychological factor of personality and/or ethnicity has the least amount of influence on a L2's WTC . At the same time these two factors are the support of the pyramid. This confuses me. I understand Macintyre et al. as saying that although personality and/or ethnicity can have extreme adverse consequences in WTC in L2's, it probably has little to do with positive motivation for WTC in L2. That makes sense to me. Perhaps this is the reason Macintre et al. uses this as the base of the pyramid. However, it seems that they are then using and unwillingness to communicate for the basis of the willingness to communicate. Awkward, but plausible.

The affective-cognitive context of social/psychological factors seems to have more weight on the WTC in L2. It also makes logical sense even without research. (I believe that is one of the keys to a good theory) The more competent one is in a L2, the more likely one will be WTC. Similarly, the more comfortable one feels in a social situation, the more WTC. Again, the attitudes towards multicultural groups would also play a significant role in one's WTC in the L2. If one percieves themself as an unwanted ethnic group, one probably will not be WTC. (This sounds familiar to the base of the pyramid) Personally, I see these three contexts as influential in a L1's WTC. I can be very WTC in some situations and then extremely UWTC in others. I see the relationship of my own UWTC and WTC to the control aspect discussed as a communicative factor (layer IV) When I feel as if I have competence/control, I'm more WTC. When I feel incompetent/unorganized I am less WTC. At the same time, sometimes the more "out of control" I am, the more I talk. I supose that is a psychological construct to cover up the fact I'm lost. (Are you lost yet?)

It is important to note, Macintyre et al. would not like to compare the WTC in L1 and L2. I agree that the two are not related 1:1, but in this context there could be cross over.

Finally, we arrive to the top of the pyramid. (I know I left out alot about state self-confidence, but I can't rewrite the entire article now, can I?) Layer II seems to be the most applicable to teachers of L2. Our job as L2 teachers is to create a WTC in order for students to find a balanced ability in L2. This requires a positive classroom climate, with positive relationships amongst members of the classroom. (Sounds like good old fashioned classroom pedagogy).

I question the reliability of the raised hand as a significant factor of WTC. At least in my classroom, students raise their hand to join the crowd, and not necessarily because they want to share an answer. I suppose a correct answer isn't a WTC, where as the hand raising requires a WTC even if you have to say, "Could you come back to me?" (There, I answered my own query.)

The tippy top of the pyramid claims that authentic communication is the goal, and motivation towards authentic communication has to do with all the factors below.

This article seems to put a damper on Krashen and TPRS. TPRS might do a great job of creating WTC within the classroom, but in an authentic situation, where the student may be judged for incorrectness, well, I'll hold my tongue.

Another thought that went through my head while reading this article has to do with our discussion on language vs. communication. Here we are discussing in depth WTC and so far I've been getting the feeling that most linguists would distinguish between communication and language. Dogs are very WTC. Right now, my cat is WTC. By siting directly in front of the computer screen, he has communicated to me, "Stop working, and pet me." Perhaps a WTC does have something to do with language competence, but it certainly does not define it. It seems logical that a WTC could help a language learner, however, it has not helped Bocho (my cat) to understand me when I say, "Please, not now, Bocho, I will pet you before bed". In other words, I think a WTC can help a language learner, but not it can not gaurantee the learner learn the language. Just as I'm not convinced that an UWTC will prevent a learner from learning a L2.