Abstract
This paper reviews research on various factors of willingness to communicate (WTC) in a second language (L2), and discusses antecedents of unwillingness to use English among Japanese youth. Past research identified the critical role of learners' own beliefs in their WTC, but little research has been done on how particular types of self-belief are negatively related to WTC. The present study introduces Higgins' self-discrepancy theory into WTC research and proposes that the lack of WTC is associated with discrepancy between actual self-concept and ought standards imposed by other people. Using questionnaire data collected from 249 university students, structural equation modeling was performed to evaluate two proposed WTC models distinguished by whether communication opportunities arise inside or outside the EFL classroom. The results of this study support both proposed models that integrate English anxiety, motivation to learn English, perceived present communication competence, and future communication competence. Pedagogical implications for treating psychological problems leading to decreased WTC are discussed.
