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4.1 Main characteristics of L2 WTCI and WTCO ......18
4.2 Major Differences in WTCI and WTCO........21
4.3 Main factors influencing willingness to communicate i25
Chapter 5 Conclusion and Implication........29
5.1 Summary of major findings .........29
5.2 Implications for language teaching and learning .......29
5.3 limitations and recommendations for future research .....31

Chapter Four Results and Discussion

4.1 Main characteristics of L2 WTCI and WTCO
As has been mentioned in Chapter 3, a total score of 25 means that participantsare definitely not willing to communicate in English in the class, 50 means thatparticipants probably not willing to communicate in English in the class, 75 meansthat participants probably willing to communicate and 100 means that participantsprobably willing to communicate in English in the class. Table 4.1 shows the WTCIscores for the participants ranged from 26 to 96, with a mean of 65, and standarddeviation of 12. The median (66) and mode (68) were all below the score 75 but farabove 50. It indicates that majority of the students were moving from “probably notwilling “to “probably willing”. Appendix Ⅱalso confirms the results. Except for 3items, the mean scores of 22 items ranged from 2.05 to 2.97. Therefore, participants’WTCI lies between “probably not willing” and “probably willing”, that is to say, participants’ WTCI is not so satisfactory.As shown in AppendixⅠ, the mean score of item 13 is on the top of the table,that is, they are most willing to say thank you when someone lent them something.However, they are not willing to communicate with their teachers in English in frontof the classmates when they had questions to the teaching contents（item 20）. Thepossible explanation is that, in China, we pay much attention to politeness. Whensomeone helped us, we inclined to say thank you to others. Besides, the word “thankyou” is used so often in our daily life, and even people don’t know English can alsouse it. The findings of interview results also support it. Zou Ping said that greeting inEnglish is so popular in her college, because it makes her feel comfortable andfriendly.
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Conclusion

This study investigated the willingness to communicate inside and outside theclass. On the basis of the data and discussion in the previous chapter, several majorfindings can be summarized as follows:Firstly, the students’ WTC inside the classroom and outside the classroom isbetween “probably not willing” and “probably willing”. At the same time, their WTCinside the classroom is a little higher than WTC outside the classroom. Most of thestudents are at the threshold of moving from “probably not willing “to “probablywilling”. They are most willing to say thank you when someone lent them something.However, they are least willing to communicate with their teachers in English in frontof the classmates.Secondly, English majors have higher willingness to communicate thannon-English majors both inside and outside the classroom. The independent sampleT-test showed that English majors have significantly higher L2 WTICI (Mean=69)than those in non-English majors (Mean=62), but non-English majors have largervariation in L2 WTCI (SD=13.23). At the same time, English majors havesignificantly higher L2 WTCO (mean=66) than non-English majors (mean=60).Finally, students’ willingness to com本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。