HKIER

Abstract

Much L2 willingness to communicate (WTC) research has mainly focused on factors influencing WTC, but researchers have rarely explored the type of learning tasks which fosters L2 WTC behavior. Based on a social constructivist perspective, a higher-order thinking (HOT) approach was designed to promote L2 WTC behavior and investigate its effects on L2 WTC behavior, the relationship between L2 WTC behavior and L2 speaking proficiency, and factors influencing L2 WTC behavior. A comparative case study design was used with participants from two freshman EFL classes. Data were collected through observation from pre-test, post-test, delayed post-test, and stimulated recall interviews. Results show that the HOT approach significantly improved students’ L2 WTC behavior with a sustainable effect and that L2 WTC behavior was positively correlated with L2 speaking ability. Student interviews revealed a positive attitude toward the thinking approach and a perceived enhancement of L2 speaking and L2 WTC. Implications for L2 teaching that enhances L2 WTC behavior are discussed.

Keywords: L2 WTC behavior; L2 speaking; higher-order thinking

摘要

大部分外語溝通意願的研究都着重於發現影響溝通意願的因素，很少探索哪種學習狀況可以強化學生使用外語的溝通意願行為。基於社會建構主義觀點，本研究設計一套高等思考法來提升外語的溝通意願行為，並探查這思考法對外語溝通意願行為的影響、外語溝通意願行為和外語口語能力的相互關係，以及在此學習狀況下會影響學生溝通意願行為的因素。本研究使用比較型案例研究法，兩班大學一年級英文課學生參與研究，透過課堂觀察（包括前測、後側及延後測）和刺激回憶訪談收集資料。研究結果顯示，高等思考法能顯著提升學生的外語溝通意願行為，此結果並具有持續性；學生的外語溝通意願行為和外語口語能力有正向的顯著關係；學生對這高等思考法抱持積極態度，且感受到自己的外語口語能力有進步，溝通意願增加。最後，本文討論本研究所產生對促進外語溝通意願行為的外語教學意涵。

關鍵詞：外語溝通意願行為；外語口語；高等思考