Communicative Behaviour of a Language Learner
Exploring Willingness to Communicate
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts, Linguistics
| Author: | Dagmara Gałajda | ISBN: | 9783319593333 |
| Publisher: | Springer International Publishing | Publication: | June 16, 2017 |
| Imprint: | Springer | Language: | English |
| Author: | Dagmara Gałajda |
| ISBN: | 9783319593333 |
| Publisher: | Springer International Publishing |
| Publication: | June 16, 2017 |
| Imprint: | Springer |
| Language: | English |
This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner. It also focuses on interpersonal communication, group communication and public speaking. Using selected models it characterizes and analyzes all types of communication with reference to communication in the language classroom, with a particular emphasis on the foreign-language context. The author also presents some conclusions and implications for both language teachers and language learners, as well as offering suggestions for further research in the field of classroom communication. The results of the study serve as a point of reference for teachers interested in the construct of willingness to communicate and other communication variables related to the issue of communication in a foreign language. The work also raises teachers' awareness of individual learner differences in the context of communication in the foreign-language classroom.
This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner. It also focuses on interpersonal communication, group communication and public speaking. Using selected models it characterizes and analyzes all types of communication with reference to communication in the language classroom, with a particular emphasis on the foreign-language context. The author also presents some conclusions and implications for both language teachers and language learners, as well as offering suggestions for further research in the field of classroom communication. The results of the study serve as a point of reference for teachers interested in the construct of willingness to communicate and other communication variables related to the issue of communication in a foreign language. The work also raises teachers' awareness of individual learner differences in the context of communication in the foreign-language classroom.
