The Effects Of L2 Anxiety,Motivational Self System And Willingness To Communicate On The Global Competence Of Non-English Majors

As globalization continues to progress,research on global competence has been in full swing in various countries.However,the research on the global competence of college students in China is obviously insufficient,only a few universities have investigated the current situation of their students’ global competence.Foreign language competence is an important component of global competence.Many studies have explored the relationship between three affective variables,namely L2 anxiety,motivation and willingness to communicate,and students’ foreign language competence.However,as a concept with a broader scope,most studies on the global competence have focused more on how demographic variables influenced the global competence,few have addressed the effects of affective variables on the global competence.Therefore,based on Hunter’s Global Competence Model and Krashen’s Affective Filter Hypothesis,this study investigated the current situation of the global competence of 358non-English major college students and how L2 anxiety,motivational self system,and willingness to communicate influenced the global competence.The following three specific questions were proposed:(1)What is the current situation of the global competence of non-English major college students?(2)How do demographic variables influence the global competence of non-English major college students?(3)How do L2 anxiety,motivational self system,and willingness to communicate influence the global competence of non-English major college students? All data from the participants were analyzed in this study using SPSS26.0 software.The reliability and validity of all four scales were good.The findings revealed that,(1)the three dimensions of the global competence of non-English majors were all at a medium level.Their global knowledge was at a medium to high level.Their global skills and global attitudes were at a medium to low level.(2)The results of the independent-sample T test and one-way ANOVA indicated that there were no statistically significant differences in global competence in terms of gender,major,family economic level,overseas experience and CET-4 level.Global knowledge differed significantly between freshmen and sophomores.Sophomores reported richer global knowledge than freshmen.(3)The results of regression analysis suggested that,overall L2 anxiety positively predicted students’ global knowledge and global attitudes.Test anxiety positively predicted students’ global knowledge and global attitudes,and neither communication apprehension nor fear of negative evaluation was a significant predictor of global knowledge and global attitudes.Overall L2 motivational self system positively predicted students’ global knowledge.L2 learning experience positively predicted students’ global knowledge,and neither ideal L2 self nor ought-to L2 self was a significant predictor of global knowledge.Overall L2 willingness to communicate positively predicted students’ global knowledge.Students’ willingness to listen and speak in English positively predicted students’ global knowledge,and willingness to read and write in English did not have a significant predictive effect on global knowledge.Students’ willingness to speak in English positively predicted students’ global skills.The results of the study provide implications for improving the global competence of non-English major college students.Firstly,teachers should integrate the development of global knowledge,global skills and global attitudes into their daily teaching of English.Secondly,teachers should cultivate students’ global thinking and guide them to integrate their career development into national development.Thirdly,teachers should pay attention to students’ anxiety in the teaching process to ensure that it plays a positive role in their learning process.Fourthly,teachers should provide students with a relaxed and comfortable classroom atmosphere as well as enriching classroom activities so that students can have a positive learning experience.Lastly,teachers can teach students listening and communicative strategies or skills to improve their willingness to listen and speak in English,thereby promoting the development of their global competence.