The Relationship Between Willingness to Communicate and EFL Learners’ Oral Proficiency开题报告

1. 研究目的与意义（文献综述包含参考文献）

文 献 综 述1.introduction1.1 research backgroundwith the rapid development of world politics, economy and culture, the process of global integration is advancing rapidly and steadily. the multi-faceted exchanges and connections between countries are getting closer and closer. languages have become an important means of communication between people in different language countries through various activities such as national tourism or learning exchanges. language is a purely human and non-instinctive method of communicating ideas, emotion and desires by means of voluntarily produced symbols (sapir, 1921). among them, english, which is an international language, is especially important. china has always attached great importance to english education and cultivated english talents.however, it is a common problem that chinese efl learners are not willing to speak englishin class and out of class, which has closely related to willingness to communicate(wtc). mccroskey et al.(1985) first put forward the definition of wtc,macintyre et al. (1998) extends wtc to the field of l2 learning for the first time. after that, many scholars carried out related research on wtc. it is a new subject that has entered the area of l2 learning in recent years.1.2 need for the studyone of the most important purposes of language learning is to be able to communicate with others through language. oral english as an important part and final link of english learning needs to be taken seriously by efl learners. willingness to communicate (wtc) affects the oral proficiency of second language (l2) learners. wtc refers to the tendency to be willing to communicate with others when given the opportunity (mccroskey oral proficiency. starting from this topic, this thesis will focus on analyzing the relationship between them.1.3 research purposesmany chinese and foreign scholars have studied the influential factors of wtc and the wtc model adapted to their domestic efl learners. few scholars have studied and analyzed the impact of wtc on l2 learners from the perspective of wtc. taking china as an example, the phenomenon of dumb english is common in chinese efl learners. does wtc affect spoken english level? starting from this issue, this thesis is mainly divided into the following purposes. studying the relationship between wtc and english proficiency is helpful to deepen the understanding of the necessity of daily oral english communication for l2 learners and change the learning methods to improve the efficiency of english learning. at the same time, the study also provides new thinking and new english teaching ideas for the chinese teaching model of dictation and writing. the focus of english education is on oral communication, which really promotes the development and innovation of l2 education in china. this thesis is also study the correlation between wtc and efl learners oral proficiency. in other words, to find out whether the level of wtc will affect the oral performance of efl learners, and conversely, whether the level of oral proficiency of efl learners will affect their willingness to use oral communication in daily life is the main point of this study. by collecting the oral test scores of efl learners and analyzing the wtc scale, the r software will be used to calculate the correlation between the two data sets so as to obtain the correlation between wtc and english proficiency.2.literature review2.1 definitions of willingness to communicate(wtc) many linguists have studied the subject of communication and proposed related constructs. at the beginning of the study, burgoon(1976) advanced the construct of unwillingness to communicate as an "a chronic tendency to avoid and/or devalue oral communicate". then, he created the unwillingness to communicate scale(ucs) to study the factors that may influence the wtc. after that, mccroskey and baer (1985) and mccroskey and richmond(1987) advanced the construct of wtc and defined it, wtc was defined as the tendency of an individual to begin communication when free to do so(mccroskey international posture and their impact on spoken english communication，he has developed a communication model suitable for japanese second language learners. wtc research in china is still in its infancy，wen and clement (2003) believe that although chinese students have the desire to participate in communication, they are hindered by social circumstances and emotional perception and cannot develop into direct communication will. the study combines the values of chinese confucius thoughts to explore a communicative willingness model suitable for chinese students. although predecessors have established a theoretical framework, china's research on wtc is still limited, for example, there is no separate quantitative correlation study on one aspect of english learning. wtc is more scientific and practicable only if it is investigated in different environments. it is a quantitative study of a certain aspect of english learning (macintyre, 1998).referenceburgoon, j. k.(1976). the unwillingness-to-communicate scale: development and validation. communication monographs, 43, 60-69.barraclough, r. a., christophel, d. m., ment, r., ment(2010). a chinese conceptualisation of willingness to communicate in esl. language, culture and curriculum, 16, 18-38.yashima, t.(2002). willingness to communicate in a second language: the japanese efl context. the modern language journal, 86, 54-66.汪淑英、盛跃东（2006），影响英语口语表达能力的因素及口语教学。

sino-us english teaching，3：45-50。

outlinethis topic attempts to find the correlation between wtc and efl learners' oral proficiency based on the existing wtc theory. this thesis is divided into five part. the first chapter is the introduction part, which includes research background, research purpose, and need of the study. the second chapter is literature review, which will introduce the definition of wtc and its development from l1 learners to l2 learners. the third chapter is methodology, introducing four research questions, research design, data collection and data analysis. in chapter four, research result and discussion will addressed. chapter four will summarize the analysis of the previous chapter to give clear results, and then discuss the results. the last chapter is the conclusion part, summarizing the research results, the implications to english teaching methods and the deficiencies in the research process.

2. 研究的基本内容、问题解决措施及方案

1.Research TopicThis paper starts from the willingness to communicate (WTC), and aims to study the relationship between WTC and EFL learners oral proficiency, find out if there is a relationship between them.2.Research MethodsIn this thesis, 30 English majors from Nanjing Tech University will be selected to analyze the relationship between WTC and oral language proficiency of EFL learners by collecting the WTC scale of these 30 students and the scores of the fourth-level oral test.1.The WTC scale introduction: The WTC cale consists of thirty questions, based on the McCroskeys WTC scale(1992). This new scale for Chinese college students divides into six cases, including group discussion, interpersonal conversations, public speaking, stranger, acquaintance and friend, In order to be able to analyze students' willingness to communicate comprehensively.2.Data collection: The WTC scale will be released by the questionnaire network to 30 students to complete,at the same time, find the speaking test scores of CET-4 of these 30 EFL learners.3.Statistical analysis: Use R to calculate the mean, S.D. and reliability of the data of the scale to analyze students WTC. Compare it with students oral performance to determine whether there is a correlation between the two.Appendix Based on the original WTC scale (McCroskey, 1992), the author designed an English WTC scale for Chinese college students. 英语交际意愿性量表1.姓名 性别 专业 年级 下面是您可能遇到的用英语交际的任务或场合；假设您有充分的自由决定是否用英语交际，那么请您根据右边阿拉伯数字代表的意思，选择其中一个最符合您实际情况的答案，所选答案没有对错之分。

（１＝几乎从不愿意；２＝有时愿意；３＝半时间愿意；４＝大部分时间愿意；５＝几乎总是愿意）2.在自己的座位上用英语进行角色扮演3.在课堂上用简易笔记向同学们做简单的英语演讲4.用英语和同学们打招呼5.用英语和别的同学在网络上进行语音聊天6.在教室用英语进行角色扮演7.用英语与外教老师进行简短交流8用英语向教师询问问题9.用英语向别的同学介绍自己10.在课堂上用英语陈述自己的观点与理解11.在课堂上没有同学发言的情况下，主动站起来用英语回答问题12.在课堂上与外国交流生用英语交谈13.在小组讨论中用英语进行交流14.在宿舍内与室友用英语聊天15.把汉语句子口头翻译成英语16.在食堂遇到外籍教师时，同他坐在一起吃饭聊天17.在社交软件上与外籍教师通过英语打字聊天18.担任外籍教师的导游19.参与学院内部举办的英语演讲比赛20.在陌生人面前进行英语演讲21.在校内遇到外国留学生时，上前攀谈22.在外面碰到一个问路的外国人，上前帮助23.在外面碰到一群（人数大于等于五人）问路的外国人，上前帮助24.应邀帮助一个外国人在景区拍照后并和他交流了一会25.应邀帮助一群（人数大于等于五人）外国人在景区拍照后并和他们交流了一会26.在商店，当外国人用英语和售货员交流困难时，你过去帮忙27.在食堂，用英语向陌生外国人介绍食物28.在火车或汽车上，你对面坐着几个外国人时，你用英语同他们聊天29.在熟悉的外国友人家中做客时，用英语同他们聊天30.你和陌生的外国人在网上用英语聊天