Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
Macdonald, Doris M.
Degree Name
M.A. (Master of Arts)
Legacy Department
Department of English
Abstract
Willingness to communicate, defined as “readiness to enter into discourse at a particular time with a specific person or persons using second language” (MacIntyre, 1998), plays a key role in second and foreign language instruction, as greater willingness to communicate (WTC) is believed to facilitate more L2 communication. In a foreign language learning context, classroom WTC is highly influenced by classroom environment factors as well as international posture, which is hypothesized to capture a general attitude to the international community and foreign language learning. Given the importance of willingness to communicate in language learning, this study examines Myanmar EFL learners’ perceptions of factors that influence their desire to speak in a classroom context. Questionnaires and semi-structured interviews were used to examine the relationship between students’ willingness to communicate in the classroom and classroom environment factors and international posture. The results indicate that learners’ willingness to communicate in class is related to classroom environment, but only partially related to their attitude towards the international community
Recommended Citation
Tun, Maw Maw, "Learners’ Perceptions of Wiillingness to Communicate in Myanmar" (2020). Graduate Research Theses & Dissertations. 7737.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7737
Extent
62 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
