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Chapter One Introduction

1.1 Background of the Study
With the high speed development of globalization and interaction among thecountries in the world, the requirements about education alter gradually both at homeand abroad. Language education, as one branch of comprehensive education, adjustsits emphasis under such situation.Gardner, MacIntyre, and Lysynchuk (1990) argued that apart from the linguisticelements that are applied to evaluate language education programs, some morenon-linguistic elements should also be added. Non-linguistic elements, includingattitudes, motivation, anxiety and so forth have already attracted a large number ofscholars for a long period. Then an emergence of affective factors draws the scholars’attention again both at home and abroad: willingness to communicate (WTC), whichis a significant concept, helping researchers and teachers interpret students’communication behavior from a new angle.Clevenger (1959) and Phillips (1968) provided the basis for theconceptualization of willingness to communicate. Thanks to them, McCroskey andRichmond (1987) improved the concept of willingness to communicate as anindividual’s general personality orientation towards talking. It has been published thatthis concept is “a personality-based, traitlike predisposition which is relativelyconsistent across a variety of communication contexts and types of receivers”. In 1992,willingness to communicate was again defined by McCroskey as a “predispositiontoward approaching or avoiding the initiation of communication”.
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1.2 Purpose and Significance of the Study
Based on the newest College English Curriculum Requirements in 2007 in theabove section, the importance of cultivating college students’ L2 willingness tocommunicate is obvious for that it would promote college students’ practical Englishability rather than merely linguistic outcomes.In the current college classrooms in our country, instead of stimulating collegestudents’ L2 willingness to communicate, most of teachers focus more on explainingknowledge. Although those teachers have a clear mind about the importance ofcultivating college students’ willingness to communicate, studies on this field still occupy a small proportion.The abroad researches pay much attention to immersion programs, attitudes,motivations and anxiety about L2 willingness to communicate. The domestic studiesshow great interest on English majors’ willingness to communicate inside theclassrooms rather than their L2 willingness to communicate outside the classrooms,not mentioning the correlations among English majors’ L2 willingness tocommunicate (inside and outside the classrooms), learning orientations and socialsupport.Therefore, the study tends to find out the answers to the following issues:Firstly, what’s the general picture of English majors’ L2 willingness tocommunicate inside and outside the classroom? (In doing this, we could try to revealsome reasons hidden behind the outcomes so that provide some implications on howto improve the English majors’ L2 willingness to communicate.)
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Chapter Two Literature Review

2.1 Concept and Development of Willingness to Communicate in First Language
Gardner (1996) suggested that language learning not only lead to linguisticoutcomes but also n本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。