A Case Study Of Non-English Majors' Classroom Willingness To Communicate From The Perspective Of Dynamic System Theory

Nowadays,the cultivation of students' comprehensive language ability,especially the ability of how to use language,is becoming grave concerned by the English teaching field.If teachers want to improve the students' ability of language use in the limited teaching time,the most important thing is students must be willing to use English to communicate in the classroom.This desire determines the frequency that the learners use foreign language to communicate with another individual in the situation of being given the opportunity,named the learner's willingness to communicate(WTC).WTC will directly influence the learners' performance in communication and whether they will participate in language communication or not.In China,English class,one of the main learning places of Chinese students,has its particularity.Study on the problem that how will the WTC of Chinese English learners change in Chinese English class,and explore the reason why WTC transformation happened,may have practical implications in English class in Chinese environment.This thesis takes four college Non-English major students as the research object,bases on second language WTC theory and dynamic system theory(DST),adopt the survey,observation and case study method,through three research question: 1.Will Non-English major college students' English classroom WTC change along with the change of the degree of task difficulty? 2.Will Non-English major college students' English classroom WTC change along with the change of the task time? 3.what are the attributions concluded by subjects themselves?trying to analyzes the factors that lead to WTC change of four students in the classroom environment and explore the reasons.Research result areas follows.Firstly,the study shows that WTC in English classroom will change along with the degree of task difficulty.It means that the higher task difficulty students got,the lower WTC they have,when the difficulty becomes lower,the WTC will rises to a higher level.Secondly,task time will not affect on the WTC level.Thirdly,the four students said that during the tasks,vocabulary problems will directly influence the WTC change and the degree of interest in the topic will affect the overall level of WTC.Besides,the atmosphere of the classroom,teachers' support,peer participation and preparation time for the task are also influence the learners' classroom WTC in the varying degree.Based on the above,for the sustainable development of students' language applied ability,teachers should make sensible teaching choices.In other words,teachers can recreate the communicative task when necessary in the process of teaching design.During the teaching process,teachers should actively solve the vocabulary problem for students in the communicative task.Teachers also can increase students' communicative task preparation time,and provide more chances for cooperation,build a great competition environment and feedback without delay.In case of emergency,teachers should pay attention to the continuity of the class,the learning state of the students at any moment and adjust the situation appropriately.These activities can make the English class become assistance for the growth of the WTC of Chinese English learners.