Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs

Abstract

Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn and a model of L2 willingness to communicate

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