Book Review: New perspectives on willingness to communicate in a second language
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The term Willingness to Communicate (WTC), which has an important place in the foreign language learning, teaching, and performing process, was first used in mother tongue teaching (McCroskey & Baer, 1985). Later, MacIntyre and Charos (1996) first used this term in second language teaching. Then MacIntyre et al. (1998) defined WTC as the effects of various psychological components on linguistics in foreign language teaching with the model they developed. In the following years, there has been a rapid increase in the number of studies on WTC in foreign language teaching. In these studies, motivation, self-confidence, anxiety, and personality have been observed to have significant effects on WTC (Alishah, 2015; Mahmoodi & Moazam, 2014; Peng, 2013; Şener, 2014; Tan et al., 2016; Vongsila & Reinders, 2016; Watanabe, 2011, etc.). On the other hand, there are also studies claiming that there is no direct relationship between motivation and WTC (Öz et al., 2015). After all, there are various perspectives and claims regarding not only the background of WTC but also the influence it has on using a foreign language. In this context, the editors of the book “New Perspectives on Willingness to Communicate in A Second Language”, Zarrinabadi and Pawlak (2022) have made a significant contribution to the field by bringing together eleven different qualitative, quantitative, and mixed-type studies carried out by different researchers on WTC, which has an increasingly important place in second language learning and teaching process in recent years.
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References
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