earticle

영어

This paper examined the influence of L2 (second/foreign language) competence, classroom environment and emotions on and causes for Chinese young learners’ willingness to communicate (WTC) and participation in EFL (English as a foreign language) class. The respondents were 375 middle school students who answered a mixed-form survey. The major findings were: a) both WTC and participation in EFL class were significantly correlated with L2 competence, classroom environment and emotions, b) L2 competence, classroom environment and emotions significantly predicted the students’ WTC and participation in EFL class respectively, and c) eight major types of causes were reported to affect the students’ WTC and participation in EFL class respectively: Linguistic, psychological, interest, peer, teacher, personality, task difficulty/familiarity and other factors. These findings clearly pinpoint the importance of L2 competence, classroom environment and emotions in influencing WTC and participation in EFL classroom interactions.

중국어

本文研究了二语（第二语言/外语）能力、课堂环境和情绪对中国青少年英语课堂交流意愿 （WTC）和参与度的影响、及影响他们英语课堂交流意愿和参与度的因素。375 名中学生填写 了一项混合式调查问卷。主要结果有：a）WTC 和英语课堂参与度均与二语能力、课堂环境和 情绪显著相关；b）二语能力、课堂环境和情绪分别显著预测学生的WTC和英语课堂参与度； c）八类主要原因影响学生的WTC和英语课堂参与度：语言因素、心理因素、兴趣因素、同伴 因素、教师因素、性格因素、任务难度/熟悉度以及其他因素。这些结果明确指出了二语能力、 课堂环境和情绪在影响WTC和英语课堂互动中的重要性。