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RESEARCH PRODUCT

Correlates and Predictors of L2 Willingness to Communicate in Polish Adolescents

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The concept of willingness to communicate (WTC) in L2 denotes “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre et al. 1998, p. 547). In the early model of L2 WTC, there are two main variables influencing its levels: perceived communication competence and communication anxiety (MacIntyre 1994). WTC is now considered a fundamental goal of second language education (MacIntyre et al. 2003) because it offers L2 learners “greater chances for L2 practice and authentic L2 usage” (MacIntyre et al. 2001, p. 382). Students taking the risk of initiating communication in a language they do not know well are likely to become more proficient and knowledgeable in comparison to those who fear taking such opportunities. The basic aim of this study is to investigate the role of predictors shaping L2 WTC of Polish adolescents (N = 621) learning English in the context of secondary grammar school. Its results show that the most powerful predictors of L2 WTC are levels of self-perceived foreign language skills and language anxiety (they explain almost 40 % of L2 WTC variance). Variables of secondary importance are final grades and teacher support, as well as knowledge and friend orientations. Gender and place or residence appear of extremely limited value (1 %).