文摘
英文文摘
论文说明:List of Tables、List of Figures、List of Abbreviations
声明
Chapter One Introduction
1.1 Research Background
1.2 Research Rationales
1.3 Research Objectives
1.4 Significance of the Present Research
1.5 Overall Structure of the dissertation
Notes
Chapter Two Literature Review
2.1 Related Studies of L1 WTC
2.1.1 L1 WTC Construct
2.1.2Measurement of L1 WTC
2.1.3 Previous Studies of Factors Influencing L1 WTC
2.2 Related Empirical Studies of L2 WTC
2.2.1 Measurement of L2 WTC
2.2.2 Factors Influencing L2 WTC
2.2.3 L2 WTC and Language Program
2.2.4 Empirical Studies of L2 WTC inside and outside the Classroom
2.2.5 Limitations of Previous Empirical Research on L2 WTC
Notes
Chapter Three Theoretical Foundations of L2 WTC for the Present Research
3.1 L2 WTC Construct
3.2 Models of L2 WTC
3.2.1 MacIntyre and Charos' Model of L2 WTC
3.2.2 Heuristic Model of Variables Influencing WTC
3.2.3 L2 Communication Model in the Japanese EFL Context
3.2.4 Variables Moderating the Relation between DC and WTC in the Chinese EFL Classroom
3.2.5 A Preliminary Construct of Situational Willingness to Communicate
3.3 Theoretical Framework of the Present Study
Chapter Four Research Methodology
4.1 Research Design
4.2 Research Context
4.3 Research Questions
4.4 Participants
4.4.1 Participants in the Quantitative Research
4.4.2 Participants in the Qualitative Research
4.5 Research Instruments
4.5.1 L2 WTC inside and outside the Classroom Inventory
4.5.2 Semi-structured Interview Schedule
4.5.3 Focused Essay
4.6 Pilot study
4.7 Data collection
4.8 Data Analysis
4.8.1 Quantitative Analyses
4.8.2 Qualitative Analyses
Chapter Five Results of Quantitative Analysis
5.1 Results of the Background Questionnaire
5.1.1 Motivation to Speak English inside and outside the Classroom
5.1.2 Anxiety to Speak English inside and outside the Classroom
5.1.3 Self-perceived Communicative Competence and Self-perceived English Proficiency
5.1.4 Attitude toward Speaking English inside and outside the Classroom
5.1.5 Language Skill
5.1.6 English Communication Frequency inside and outside the Classroom
5.1.7 Classroom Activities
5.1.8 Average Time per Week Participants Spent on English Learnin outside the Classroom
5.2 General Tendency and Characteristics of L2 WTCO and WTCI
5.2.1 General Trend and Characteristics of L2 WTCO
5.2.2 General Tendency and Characteristics of L2 WTCI
5.3 Difference in Students'L2 WTCO
5.3.1 Gender Differences in Overall WTCO and Each Item
5.3.2 Grade Differences in overall WTCO and Each Item
5.3.3 Differences in Overall WTCO and Each Item by Major
5.3.4 Difference in Overall WTCO by College English Teaching Reform Program
5.4 Difference in Students'L2 WTCI
5.4.1 Gender Differences in Overall WTCI and Each Item
5.4.2 Grade Differences in Overall WTCI and Each Item
5.4.3 Differences in Overall WTCI and Each Item by Major
5.4.4 Difference in Overall WTCI by College English Teaching Reform Program(CETRP)
5.5 Effects of Background Variables on WTCI and WTCO
5.5.1 MANOVA by L2 Communication Anxiety inside and outside the Classroom
5.5.2 MANOVA by Self-perceived Communicative Competence and Self-perceived L2 Proficiency
5.5.3 MANOVA by Attitude toward Speaking English and outside the Classroom
5.5.4 MANOVA by English Speaking Motivation inside the Classroom(SMIC)
5.5.5 MANOVA by L2 Communication Frequency inside and outside the Classroom
Chapter Six Results of Qualitative Analysis
6. 1 Students perceptions of Factors Contributing to WTCI
6.1.1 Analysis of Students Rerceponses ot the Closed and Open Questions
6.1.2 Analysis of the Semi-structured Interview Transcripts and Focused Essay
6.2 Students’Perceptions of Factors Contributing to WTCO
6.2.1 Analysis of Students‘Responses to the Closed and Open Questions
6.2.2 Analysis of the Semi-structured Interview Transcripts and Focused Essay
Chapter Seven General Discussion
7.1 Characteristics of Students’ L2 WTCO and WTCI
7.1.1 Characteristics of Students’L2 WTCO
7.1.2 Characteristics of Students ’L2 WTCI
7.2 Factors Influencing Students ’WTCO and WTCI
7.2.1 Gender
7.2.2 Grade
7.2.3 Major
7.2.4 College English Teaching Reform Program(CETRP)
7.2.5 L2 Communication Anxiety
7.2.6 Self-perceived Communicative Competence and Self-perceived L2 Proficiency(SPLP)
7.2.7 Attitude toward Speaking the L2
7.2.8 L2 Speaking Motivation
7.2.9 L2 Communication Frequency
7.3 A Theoretical Framework of L2 WTC in the China-specific EFL Context
7.3.1 Pyramid Model of Variables Influencing L2 WTCI
7.3.2 Pyramid Model of Variables Influencing L2 WTCO
Chapter Eight Conclusions and Implications
8.1 Summary of Major Findings
8.1.1 The general Trend of Students’WTCO and WTCI
8.1.2 Effects of Background Variables on Students’WTCO and WTCI
8.1.3 Students’Perceptions of Main Factors Influencing Students’WTCO and WTCI
8.2 Implications of the Study
8.2.1 Theoretical Implications
8.2.2 Methodological Implications
8.2.3 Pedagogical Implications
8.3 Limitations and Suggestions for Future Research
Bibliography
Appendixes
Acknowledgements
Publications