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cate both inside and outside the classroom in Chinese EFL context. Third, itis a very valuable inquiry for teachers to improve their English teaching and explorethe students’ emotional and learning needs. It is also helpful for teachers to have abetter understanding of them and thus make appropriate adjustments to achieve themaximum benefits of teaching. In general, the author hopes that this study may helpto improve students' spoken English and further improve the efficiency of Englishlanguage teaching.
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Chapter 2 Literature Review

2.1 Definition of L2 WTC
The willingness to communicate (WTC) construct has evolved from the earlierwork of Burgoon’ (1976) concept of unwillingness to communicate. She describedthis tendency as a “chronic tendency to avoid and /or devaluate verbalcommunication.” It was developed to explain individual differences in L1communication and conceptualized as a trait-like predisposition. However,MacCroskey (1987) applied his earlier framework of communication apprehensioninto the second language context including Japan (cited in Rieko Matsuoka, andDavid Richard Evans, 2005). Richmond and Roch (1992, cited in Richard Clement,2003) noted that “willingness to communicate is the overwhelming communicationpersonality construct which penetrated every facet of an individual’s life andcontributes to the social, educational, and business achievements of a person toinitiate communication when free to do so.” (McCroskey and Richmond , 1987, 1990).MacIntyre et al. (1998) argued that L2 WTC should be seen as a situational variable,open to change according to situation. They describe L2 WTC as “a readiness to takepart in discourse at a certain time with a certain person or persons using a L2”(MacIntyre et al. 1998: p547). Peter D. MacIntyre and Susan C .Baker (2002) defined“L2 WTC as the intention to initiate communication, given a choice, and languagelearning and social support would affect the student’s WTC in a second language.”
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2.2 Factors influencing L2 WTC
In the past decades, a great deal of research on L2 WTC have been conductedboth in Western and Asian contexts, and many main factors have been found tosignificantly affect L2 WTC: such as L2 anxiety, self-perceived communicatecompetence, L2 motivation, personality traits, language attitude, and L2communication frequency. Personality traits are considered as the most important factors influencingwillingness to communicate. MacIntyre, Clement, Dornyei and Noel (1998) extendedMacIntyre and Charos’ model of L2 WTC to the heuristic model of L2 WTC. In themodel, individual is referred to by personality.A lot of studies showed that the distinction between extroversion andintroversion is also considered helpful to explore the relationships betweenpersonality traits and L2 WTC. In MacIntyre’s (1994, 1999, cited in Haishen Yu &Hongmei Li, 2011) study, an introverted person tends to be less socially active than anextraverted people, so an introverted is not required to communicate as often.
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Chapter Three Research Methodology ........14
3.1 Research questions........14
3.2 Participants..........14
3.3 Research instruments .........15
3.3.1 Questionaire .......15
3.3.2 Interview .......16
3.4 Data collection .........16
3.5 Date analysis .......17
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