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1.1 Background of the present research
近年来，越来越多的语言研究者和教师已经意识到语言沟通的重要性。交际语言教学（CLT）进入20世纪50年代和20世纪60年代（江泾阳，2006:8）之间。作为第二和外国语言的教学方法，手段和学习一门语言的最终目标。它倡导的重点使用的语言和“现实生活”的通信（江泾阳，2006：8）。英语作为一门外语，已经沿着中国各地时间的必修科目授课。中国英语学习者的人口是最大的。教学方法已经从语法翻译法，交际语言教学方法在中国多年。然而，中国英语学习者交际能力的过程中没有取得什么。人们普遍承认，很多中国学生都不错，基于语法的笔试，但在现实生活中的英语沟通差。这主要是由于缺乏学习者的通信意愿（WTC）（文＆克莱门特，2003年）。沟通是学习语言的重要目标。在学习语言的过程中，最终的目标应该是创造各种机会，激发学生的沟通意愿（WTC）。任何教学计划，不能培养学生的世贸中心一个故障（麦金泰尔等，1998）。因此，许多研究人员和教育工作者已经开始关注和研究学习者的世贸中心。In recent years, more and more language researchers and teachers have beenaware of the importance of language communication. Communicative languageteaching (CLT) came into being between the 1950s and 1960s (Jiang Jingyang, 2006:8). As an approach to the teaching of second and foreign languages, CLT emphasizesinteraction as both the means and the ultimate goal of learning a language. It advocatesfocus on the use of the language and the “real-life” communication (Jiang Jingyang,2006: 8). English, as a foreign language, has been taught as a compulsory subject for along time throughout China. The population of Chinese English learners is the largest.The teaching methodology has shifted from the grammar translation method to thecommunicative language teaching approach for many years in China. However,Chinese learners have made little process in the communicative ability. It is generallyacknowledged that many Chinese students are good at grammar-based written tests butpoor in real-life communication in English. This is mainly due to the lack of learners’willingness to communicate (WTC) (Wen & Clement, 2003).Communication is the important goal of learning language. In the process of thelanguage learning, the ultimate goal should be to create all kinds of opportunities toarouse students’ willingness to communicate (WTC). Any teaching plan that can’tfoster students’ WTC is a failure (Maclntyre et al. 1998). Thus many researchers andeducators have begun to concern and study learners’ WTC.
The study on WTC originally appeared in relation to the first language (L1)communication. Then the study on WTC was extended into the second or foreignlanguage (L2) communication. In previous studies, researchers have explored manyfactors influencing learners’ WTC in L2. Maclntyre and Charos’ (1996) model of L2WTC presented perceived L2 competence, L2 anxiety and motivation affected directlyL2 WTC. Maclntyre et al. (1998) put forward a heuristic model of L2 WTC, in whichsocietal and individual context, affective-cognitive context, motivational propensities,situated antecedents and so on influenced L2 WTC. Wen and Clement (2003), studyingon WTC in the Chinese context, showed a Chinese conceptualization of WTC based onthe Maclntyre et al.’s (1998) heuristic model of WTC. They gave account of the socialpsychological, communicative and linguistic variables affecting learners’ WTC in theChinese setting (p.18).

1.2 Purpose of the study
Jiang (2006) argued that Chinese learners have an imbalanced ability in listening,speaking, reading and writing. Learners are usually better at reading and listening thanspeaking and writing. As for speaking and writing, speaking is indisputably the moredifficult skill for learners to learn (p.1). In China, English is a foreign language, so theclassroom is the main important place in which learners learn English. In vocationalcolleges, most English teachers teach non-English majors’ En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。