Cao Guihua
School of Foreign Languages, Hubei Engineering University, Xiaogan, China.
Front Psychol. 2022 Aug 22;13:997566. doi: 10.3389/fpsyg.2022.997566. eCollection 2022.
Students' willingness to communicate in the second language (L2WTC) is perceived to be the ultimate goal of L2 acquisition in that high levels of L2WTC facilitate L2 use. For this reason, factors leading learners to higher levels of L2WTC have been widely scrutinized. Yet, the role of psycho-emotional factors like academic motivation and L2 enjoyment in promoting students' L2WTC has remained elusive. Moreover, as existing literature reveals, no inquiry has conceptually reviewed the impacts of these factors on students' L2WTC. To respond to this gap, this conceptual review strived to elucidate the consequences of academic motivation and L2 enjoyment for students' L2WTC. The favorable effects of academic motivation and L2 enjoyment on students' L2WTC levels were shown in the light of empirical and theoretical evidence. Finally, the potential implications of the findings are highlighted.
学生使用第二语言进行交流的意愿（L2WTC）被视为第二语言习得的最终目标，因为高水平的L2WTC有助于第二语言的使用。因此，促使学习者达到更高水平L2WTC的因素受到了广泛审视。然而，诸如学习动机和对第二语言的喜爱等心理情感因素在促进学生L2WTC方面所起的作用仍不明确。此外，现有文献表明，尚无研究从概念上审视这些因素对学生L2WTC的影响。为了填补这一空白，本概念性综述致力于阐明学习动机和对第二语言的喜爱对学生L2WTC的影响。基于实证和理论证据，展示了学习动机和对第二语言的喜爱对学生L2WTC水平的积极影响。最后，强调了研究结果的潜在意义。
