Although many Japanese learners achieve solid grammatical knowledge, they often hesitate to speak English in real situations. This phenomenon, noted widely in research, persists despite the Ministry of Education's emphasis on communication skills. The classroom culture remains teacher-centred, potentially inhibiting spontaneous speaking. This report explores "Willingness to Communicate" (WTC) as a key factor shaping how learners use English beyond formal lessons.
Key Themes
- Spontaneous Speaking
- Classroom Culture
- International Posture
Theoretical Background
Willingness to Communicate (WTC) is defined as "the probability of engaging in communication when free to
choose to do so" (MacIntyre et al., 1998).
It depends on situational factors and enduring traits like motivation and self-confidence.
Bandura's (1997) concept of "Self-Efficacy"—belief in one's ability to act effectively—plays a crucial role.
In the Japanese context, Yashima (2002) introduced "International Posture": an openness toward other
cultures and global communication,
which drives motivation often more than simple instrumental goals like passing exams.
Willingness to Communicate
The probability of engaging in communication when free to choose to do so. A mix of situational context and trait-like endurance.
International Posture
An attitude of openness toward other cultures. In Japan, this often drives motivation more effectively than purely instrumental goals.
Self-Efficacy
Echoing Bandura (1997), this is the belief in one's own ability to act effectively. It combines perceived competence with low anxiety.
Integrative Motivation
The desire to interact with and become like members of the target language community, contrasting with instrumental motivation (study/work).
"Japanese learners often see the teacher as an authority rather than a facilitator... this reticence may reduce opportunities for authentic communication."
Research Findings
The Confidence Gap
The interviewee reported high confidence (5/5) in using English outside the classroom, particularly when communicating with foreigners. However, this willingness dropped (3/5) inside the classroom. This sharp contrast suggests that environmental factors—not just linguistic ability— dictate the willingness to speak.
The "International Posture" was strong; the learner prioritized communicating with people from other countries over mere school requirements. While the interviewee showed little anxiety, the structure of the Japanese classroom creates a barrier. Outside, where social interaction is natural, WTC thrives.
Self-Reported Confidence Levels
Conclusion
Motivation and self-confidence are crucial predictors of language use.
The key limitation lies not in affective barriers like anxiety, but in the learning environment. Japanese classrooms often emphasize accuracy and teacher authority, discouraging spontaneous interaction. Encouraging a more supportive, participatory environment could help learners transfer their high external confidence into the educational setting.
Key Takeaway
"Encouraging a more supportive and participatory classroom environment may help Japanese learners transfer their confidence."