Willingness To Communicate - WTC in Japanese Contexts

WTC in Japanese Contexts

The Ministry of Education, Culture, Sports, Science and Technology (Japan) or MEXT, as Yashima (2002) noted, has, for a number of years, begun to place a greater emphasis on communication in the L2. Prior to this, English education in Japanese classrooms was, and still is for many, considered a knowledge-based subject, like mathematics and sciences. Grammar and vocabulary have been learnt to solve increasingly complex linguistic puzzles — entrance exams — which had significant consequences for the test takers, and because they are still used today, still do.

According to MEXT guidelines, however, the objectives for the study of foreign languages is to develop practical communication abilities, deepen the understanding of foreign cultures and foster positive attitudes toward communicating in an L2. Despite the stated goals and objectives in MEXT's guidelines, Fujita (2002) cautioned, however, that as yet there is no clear “consensus as to the purpose of learning English in Japan” (p. 19).

Yashima asked with whom and for what purposes Japanese will communicate in their L2. "For many learners, English symbolizes the world around Japan, something that connects them to foreign countries and foreigners, with whom they can communicate by using English" (p. 57). Yashima called this desire by Japanese to learn English to communicate with the world around them international posture: a general attitude towards the international community that "influences motivation, which, in turn, predicts proficiency and L2 communication confidence" (Yashima, 2002, p. 63).

International posture, along with L2 confidence in communication, was also seen as directly influencing WTC. While proficiency was seen as influencing confidence in L2 communication, the path was not significant. In the Japanese context, this implies that students do have the abilities to perform in the L2, yet lack confidence in communicating in the L2.

Yashima (2002) concluded with a call that "EFL lessons should be designed to enhance students’ interest in different cultures and international affairs and activities, as well as to reduce anxiety and build confidence in communication" (p. 63).