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In second-language acquisition, willingness to communicate (WTC) is the idea that language students who are willing to communicate in the second language actively look for chances to communicate; and furthermore, these learners actually do communicate in the second language. Therefore, "the ultimate goal of the learning process should be to engender in language education students" ''the willingness to communicate'' (MacIntyre, Clément, Dörnyei & Noels:1998). ==Pyramid model== A pyramid model has been established that describes learners' use of the second language. As the learner moves up the pyramid, the learner has more control over the act of communicating in the target language. The model, with six layers, has a total of twelve constructs (MacIntyre et al. 1998). The layers, from top to bottom, are: * communication behaviour (I) * behavioural intention (II) * situated antecedents (III) * motivational propensities (IV) * affective-cognitive context (V) * social and individual context (VI) Layers VI, V, and IV are considered to be lasting influences. At layers III, II and I, the influences on actual second language use are at a given time. The twelve constructs, from top to bottom, are: # use (layer I) # willingness to communicate (II) # desire to communicate with a specific person (III) # state of communicating self-confidence (III) # interpersonal motivation (IV) # intergroup motivation (IV) # self-confidence (IV) # intergroup attitudes (V) # social situation (V) # competence (V) # intergroup climate (VI) # personality (VI) 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Willingness to communicate」の詳細全文を読む スポンサード リンク
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