The influence of psychological network on the willingness to communicate in a second language.
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ABSTRACT:
SUBMITTER: Ito T
PROVIDER: S-EPMC8448313 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:In behavioral economics, the "endowment effect" describes the robust finding that prices people are willing to accept (WTA) for a good exceed prices people are willing to pay (WTP) for the same good. The increase in WTA values is often explained by the sellers' negative hedonic response to losing their item. Recent studies, however, show that subtle cues may change participants' perspective, influencing their valuations. We hypothesized that implicit connotations of instructional language may be one of those cues. To test this hypothesis we manipulated the wording of instructions in two conditions: in the Sell condition, subjects were endowed with a set of pens and asked to select an amount of money for which they would sell the pens back and in the Take condition, subjects were endowed with the pens and asked to select an amount of money they would take for the pens. Participants in each condition also estimated the market value of the pens. Consistent with our hypothesis, WTA in the Sell condition was higher than in the Take condition, though there were no differences in market values between conditions. These findings show that instructional language does influence participant valuations. Furthermore, we suggest that those being asked to "sell" use their market estimations as the salient reference point in the transaction.
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Project description:Language learners' willingness to communicate (WTC) plays a critical role in learning English as a foreign language (EFL), and affects the learning outcome. However, the WTC of struggling EFL learners remains largely uninvestigated. Thus, the present study aimed to scrutinize the correlation between foreign language anxiety (FLA), foreign language boredom (FLB) and WTC, and the predictor role of FLA and FLB in WTC in the context of Chinese struggling EFL learners. A total of 662 participants majoring in music, physical education and fine arts from four universities in China attended this study. Pearson correlation and a Structural Equation Modeling (SEM) were used to substantiate that these struggling students' FLA was highly and positively correlated with their FLB, while both their FLA and FLB were negatively linked to WTC and significantly predicted their WTC. In discussion and conclusion, the consistency between the current study and related studies, some limitations as well as further implications are presented for avid researchers in future EFL study of those who have difficulty in learning English.
| S-EPMC10558861 | biostudies-literature
Project description:This study investigates the effect of a network of general trust on the willingness to communicate in English among Japanese people. Previous studies have shown that general trust positively affects the willingness to communicate in English for Japanese people. However, the network structure of general trust and its effects have not yet been revealed. The present study conducted a network analysis with 761 Japanese university students and 601 Japanese social survey participants, for 1362 participants total. Four variables regarding general trust positively affected the willingness to communicate in English for all participants, whereas one variable had a negative effect if each network was estimated for only university students or social survey participants. Centrality indices, such as node strength, closeness, and expected influence, revealed the centrality of several variables in the network of all participants. Bootstrapping methods showed the trustworthiness of the estimated edges and centrality indices. Contrary to the regression analysis, the network analysis can help us understand the profound effect of general trust on the willingness to communicate in a second language, which will prove useful for intervention studies.
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Project description:BackgroundWith the rise of online health care service, there is growing discussion on the relationship between physicians and patients online, yet few researchers have paid attention to patients' perception of social presence, especially its influence on their willingness to communicate (WTC).ObjectiveThe goal of the research is to investigate the influence of perceived social presence (PSP) on WTC in mobile medical consultations.MethodsParticipants living in Yunnan province during the period of middle to high risk of COVID-19 infection were recruited via the internet. They were assigned randomly into 2 groups interacting with a virtual physician presenting high and low levels of social presence and then asked to complete a questionnaire. Based on the theoretical framework, the study puts forward a model evaluating the relationships among participants' PSP, communication apprehension (CA), self-perceived communication competence (SPCC), and willingness to communicate about health (WTCH) in the computer-mediated communication between virtual physicians and patients.ResultsIn total 206 (106 in group 1 and 100 in group 2) valid samples were gathered (from 276 log-ins) and 88.8% (183/206) of them were aged 18 to 44 years, which approximately resembles the age distribution of the main population engaging in online medical consultation in China. Independent t test shows that there is significant difference between the PSP of the 2 groups (P=.04), indicating a successful manipulation of social presence. The total effect of PSP on WTCH is 0.56 (P<.001), among which 74.4% is direct effect (P<.001). Among the indirect effects between PSP and WTCH, the mediating effect of SPCC accounts for 68.8% (P<.001) and the sequential mediating effect of CA→SPCC accounts for 19.2% (P<.001), while the mediating effect of CA alone is not significant (P=.08).ConclusionsThis study provides a comprehensible model, demonstrating that PSP is an important antecedent of WTCH, and the sequential mediating effect of CA and SPCC found in this study also proves that in the environment of online mobile medical services, CA cannot affect communication directly. The findings will provide some practical inspiration for the popularization of online medical service, especially for the promotion of online physician-patient communication.
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Project description:Previous studies of the lexical psycholinguistic properties (LPPs) in second language (L2) production have assessed the degree of an LPP dimension of an L2 corpus by computing the mean ratings of unique content words in the corpus for that dimension, without considering the possibility that learners at different proficiency levels may perceive the degree of that dimension of the same words differently. This study extended a dynamic semantic similarity algorithm to estimate the degree of five different LPP dimensions of several sub-corpora of the Education First-Cambridge Open Language Database representing L2 English learners at different proficiency levels. Our findings provide initial evidence for the validity of the algorithm for assessing the LPPs in L2 production and contribute useful insights into between-proficiency relationships and cross-proficiency differences in the LPPs in L2 production as well as the relationships among different LPP dimensions.
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Project description:Research in second language (L2) pragmatics has paid increasing attention to learners' individual differences, but few studies have examined the relationship between learners' willingness to communicate (WTC) in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language (CSL) learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication competence (SPCC) questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners' pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners' L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners' L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed.
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Project description:Communicative interactions involve a kind of procedural knowledge that is used by the human brain for processing verbal and nonverbal inputs and for language production. Although considerable work has been done on modeling human language abilities, it has been difficult to bring them together to a comprehensive tabula rasa system compatible with current knowledge of how verbal information is processed in the brain. This work presents a cognitive system, entirely based on a large-scale neural architecture, which was developed to shed light on the procedural knowledge involved in language elaboration. The main component of this system is the central executive, which is a supervising system that coordinates the other components of the working memory. In our model, the central executive is a neural network that takes as input the neural activation states of the short-term memory and yields as output mental actions, which control the flow of information among the working memory components through neural gating mechanisms. The proposed system is capable of learning to communicate through natural language starting from tabula rasa, without any a priori knowledge of the structure of phrases, meaning of words, role of the different classes of words, only by interacting with a human through a text-based interface, using an open-ended incremental learning process. It is able to learn nouns, verbs, adjectives, pronouns and other word classes, and to use them in expressive language. The model was validated on a corpus of 1587 input sentences, based on literature on early language assessment, at the level of about 4-years old child, and produced 521 output sentences, expressing a broad range of language processing functionalities.
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Project description:Studies on bilingual word processing have demonstrated that the two languages in a mental lexicon can be parallelly activated. However, it is under discussion whether the activated, non-target language gets involved in the target language. The present study aimed to investigate the role of the first language (L1, the non-target one) translation in the second language (L2, the target one) word processing. The tasks of semantic relatedness judgment and lexical decision were both adopted, to explore the relation of the possible L1 involvement and the task demand. Besides, bilinguals with relatively higher and lower L2 proficiency were recruited, to clarify the potential influence of L2 proficiency. Results showed that the manipulation of L1 translation exerted an influence on bilinguals' task performances, indicating that L1 translation was involved, but did not just serve as a by-product when bilinguals were processing L2 words. And about the influence of L2 proficiency, the higher proficiency bilinguals performed better than the lower proficiency ones when the L1 translations could be taken advantage of, indicating a better access to L1 translation in L2 word processing, as bilinguals' L2 proficiency increased. As for the task demands, the L1 translation was partially involved in Experiment 1 while a full involvement was observed in Experiment 2, suggesting a differed depth of L1 translation involvement, if the task demands allowed. The present study supplemented the previous ones due to its participants (the intermediate bilinguals) and tasks (the tasks of semantic relatedness judgment and lexical decision); besides, it provided an interesting view into interpreting the "task schema" of the BIA+ model.
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