Case Study: Willingness To Communicate

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1.7.3. Willingness to Communicate (WTC)
Two prominent figures on WTC (McCroskey and Bear, 1985) regard the concept as a trait-like tendency to talk. On the other hand, MacIntyre et al. (1998, p. 547) define WTC as an “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2”. And finally, MacIntyre and Legatto (2011) look at WTC as an attractor state which occurs when the speakers linguistic, social, cognitive and emotional system interact in order to improve communication. Moreover, these authors belive that WTC transforms into a repeller when the language system interact impede communication.

Literature of review
1 .listening strategies This chapter reviews the relationship between
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In some cities there is a lack of language laboratories and teaching materials like audio book to give adequate opportunity for students to listen to native speaker s speech. Another problem to teach or learn listening skill is that some language laboratories which are equipped, teacher plays audio cassette for students and after asks students to repeat or asks some question without being taught that student understand it or not, even students don’t have time to think about it. In addition, expect of this, it is not always possible for learners to repeat the words; in class teacher decides whether or not a recording needs to be replayed. It is “hard for the teacher to judge whether or not the students have understood any particular section of what they have hard” (Underwood, 1989, p.17). The speed of speaking is another problem for learner or listener. Underwood says, “many language learners believe that the greatest difficulty with listening comprehension, as opposed to reading comprehension, is that listener cannot control how quickly a speaker speaks” (Underwood, 1989,
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