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As an English language learner and teacher,I have
witnessed a common phenomenon of a mismatch between
learners'' willingness to communicate in English and
their actual English proficiency. It was not unusual
that individuals who could obtain high scores in
standardized English proficiency tests, such as
TOEFL, GRE, and GMAT, could barely carry out
pragmatic conversation in English. The lack of
practice opportunities in the environment, in which
English was primarily studied as a school subject and
used exclusively inside the classroom, seemed to be
the principal reason for students'' low capability in
English communication. However, not until I became a
teacher of an Oral English class a couple of years
ago did I realize that most of the students in the
class were reluctant to participate in English
communication even when they were given sufficient
communication opportunities.
This book is expected to answer the following
questions: What are the causes of students''
unwillingness to communicate in English? What factors
could be influential toward students'' English
communication willingness? How could the factors, if
any, affect students'' willingness to communicate in
English?
About the author
Miao Yu, Studium der Betriebswirtschaftslehre an der Universität Shenyang von 1994- 98, Nachfolgend Berufstätigkeit in China als Projektvizemanagerin im Bereich internationaler Technologietransfer und Exekutivmanagerin der Abteilung internationale Bildung bei der Liaoning Shiji Gmbh; Übersiedlung nach Deutschland im Jahr 2000; Studium der Betriebswirtschaftslehre , Schwerpunkt internationales Management und Marketing an der FH Bonn-Rhein-Sieg / Rheinbach von 2002- 2006; Nach Beendigung des Studiums tätig als Managementtrainee bei der DEUTZ AG; Derzeit tätig als Assistentin der Marketingleitung bei VOSS Automotive
