Teaching and Researching Pragmatics and Willingness to Communicate Skills: Theory- and Research-Based Practices

Abstract

People use language for communication, so it matters whether they are willing to communicate or not; Diane Larsen-Freeman’s words eloquently capture this interconnected, complex, dynamic nature of language learning and speaking. A myriad of complex factors affect communication in general, with added layers of complexity when a person uses the second language (L2). In this chapter, we highlight research into a deceptively simple question – if they are trying to learn another language, why do some people speak and others remain quiet and others speak up, or phrased more simply: What makes an individual more or less willing to communicate in an L2 from one time to another? If a group of language teachers and learners sits together and discusses the question of what makes a person willing or unwilling to talk in an L2, the list of factors would grow to an impressive length very quickly. There is no doubt that list would include relatively stable factors such as personality traits, cultural norms, and values, but also transient, situational factors such as “who else is involved?” and “what is the topic?” There likely also would be a set of factors unique to specific individuals. Sorting out the regular and enduring patterns of communication from the ones that are situationally dependent or idiosyncratic has been one of the main themes underlying the research literature on willingness to communicate (WTC).