在全球化影響下，中國社會對英語教學投注了大
量心力。過往研究曾發現，具有高交流意願者能在二
語學習中獲得較好成績。但是教學實踐反映出的問題
是，英語專業的很多學生似乎在英語課堂上對參加口
語活動的積極性並不高。因此，張露茜所著的《破冰
之旅--中國高校英語課堂的二語交流意願個案分析》
一書的研究目的為，發現阻礙與支持中國英語專業學
生課堂交流意願的個人與語境因素。四個研究問題分
別為：1.哪些個人因素阻礙或支持英語專業學生課堂
交流意願？2.哪些語境因素阻礙或支持英語專業學生
課堂交流意願？3.所有影響因素是如何互動以影響英
語專業學生英語課堂交流意願的？4.哪些教學改革能
促進英語專業學生在英語課堂中的交流意願？
本書通過在個案中混合不同的研究方法，期望獲
得對復雜的教學環境與過程的豐富理解。研究一為發
現學生的個人因素，使用了問卷調查的方式；研究二
為調查語境因素，先進行教學資料的審閱分析，再到
課堂觀察，最後是教師采訪；研究三為進一步挖掘學
生對當前課堂語境因素的回饋，通過學生的敘事、刺
激回想、半建構式訪談取得。研究意義即，為英語專
業學生提供最大化交流意願的教學建議。研究發現，
高英語口語水平與低焦慮能促進英語專業學生的交流
意願。但是，Wen與Clement（2003）的中國學生課堂
交流意願概念模型中的其他因素阻礙英語專業學生的
交流意願。三個研究的發現最終構建成一個修改後的
中國英語學習者課堂交流意願金字塔模型。

List of Tables
List of Figures
Chapter 1 Introduction
1.1 Research problem
1.2 Research motive
1.3 Research aim and questions
1.4 Significance of the study
1.5 Outline of this book
Chapter 2 Chinese Context
2.1 English in China
2.1.1 Definitions of China English
2.1.2 The impacts of dialects and Putonghua on English
2.2 College English
2.3 Willingness to communicate （WTC）
2.4 Conclusion
Chapter 3 Literature Review
3.1 Establishment of WTC in L1
3.2 Establishment of WTC in L2
3.3 Development of L2 WTC studies and theories
3.3.1 Recent 1.2 WTC studies outside China
3.3.2 Recent 1.2 WTC studies in China
3.4 The Chinese WTC model
3.4.1 Factors in the Chinese WTC model
3.4.2 Challenged collectivistic outlook of the Chinese
3.5 Conclusion
Chapter 4 Methodology
4.1 Research design
4.2 The case study approach
4.3 Research setting and participants
4.4 Instruments
4.4.1 Questionnaires
4.4.2 Documents
4.4.3 Student narratives
4.4.4 Classroom observations
4.4.5 Stimulated recalls
4.4.6 Semi-structured interviews
4.5 Data analysis procedures
4.6 Ethical issues
Chapter 5 Pilot Studies
5.1 Pilot Study One
5.2 Pilot Study Two
5.2.1 Data screen
5.2.2 Exploratory factor analysis （EFA）
Chapter 6 Study One
6.1 Data screen
6.2 Findings
6.2.1 Confirmatory factor analysis （CFA）
6.2.2 Multi-group confirmatory factor analysis （MGCFA）
6.2.3 Structural equation modeling （SEM）
6.2.4 Multi-group structural equation modeling （MGSEM）
6.3 Discussion
6.3.1 Research Questions One--personal factors that facilitate or hinder BE students' WTC， and Three--interactions between personal and contextual factors
6.3.2 Research Question Four--pedagogical changes
6.4 Conclusion
Chapter 7 Study Two
7.1 Participant information in qualitative studies
7.2 Document analysis outcomes
7.3 Classroom observation findings
7.4 Teacher interview results
7.4.1 Teacher with weak classroom context
7.4.2 Teacher with supportive classroom context
7.5 Discussion
7.5.1 Research Question Two--contextual factors that facilitate or hinder BE students' WTC
7.5.2 Research Question Three--interactions between personal and contextual factors
7.5.3 Research Question Four--pedagogical changes
Chapter 8 Study Three
8.1 Student narratives
8.1.1 High WTC and weak context
8.1.2 High WTC and supportive context
8.1.3 Low WTC and weak context
8.1.4 Low WTC and supportive context
8.2 Stimulated recalls
8.3 Student interviews
8.3.1 Societal context
8.3.2 Personality
8.3.3 Motivation
8.3.4 Attitudes
8.4 Discussion
8.4.1 Research Question One--personal factors that facilitate or hinder BE students' WTC
8.4.2 Research Question Three--interactions between personal and contextual factors
8.4.3 Research Question Four--pedagogical changes
Chapter 9 Discussion
9.1 Combining findings
9.1.1 A three-dimension Chinese L2 WTC model
9.1.2 Data combining outcomes
9.2 Relating findings with previous L2 WTC studies
9.3 Lack of teacher support
Chapter 10 Conclusions
10.1 Research mission of the study
10.2 Summary of findings
10.2.1 Research Question One--personal factors that facilitate or hinder BE students' WTC
10.2.2 Research Question Two--contextual factors that facilitate or hinder BE students' WTC
10.2.3 Research Question Three--interactions between personal and contextual factors
10.2.4 Research Question Four--pedagogical changes
10.3 Limitations and future research
10.4 Conclusion
References
Appendix A WTC Questionnaires in Spoken English in English Language Classrooms
Appendix B Classroom Observation Sheet
Appendix C Stimulated Recall Questions
Appendix D Interview Questions with BE Students
Appendix E Interview Questions with English Teachers
Appendix F Thematic Coding of Qualitative Data
Appendix G A Sample Student Narrative