The Interrelationships of L2 Willingness to Communicate, Emotional Intelligence, Foreign Language Classroom Anxiety and Teacher Immediacy

The present study aimed to examine the interrelationships between Chinese college EFL learners' willingness to communicate (WTC) in English, emotional intelligence (EI), foreign language classroom anxiety (FLCA), and their perceptions of teacher immediacy (TI).The study involved a total of 1040 non-English majors from fifteen universities located in different regions around China.Four questionnaires were employed to collect data.Structural Equation Modeling (SEM) was utilized via AMOS 21.0 to testify the hypothesized model of the interrelationships between the aforementioned four variables.To be more specific, EI, FLCA, and students' perceptions of TI were hypothesized to have a direct influence on L2 WTC, respectively.Besides, FLCA was also hypothesized to play a mediating role between EI and L2 WTC as well as between TI and L2 WTC.The findings showed that the proposed structural model exhibited a good fit to the collected data.EI, FLCA, and TI proved to have significant and direct predictive effects on L2 WTC.Besides, two indirect paths were also confirmed, from EI and TI to FLCA, leading to L2 WTC.Finally, pedagogical implications to enhance students' L2 WTC were provided.Limitations, along with suggestions for future research were also outlined.本研究以来自中国不同地区15所大学的1040名中国大学非英语专业学生为研究对象，通过问卷 调查和结构方程建模方法探究了英语学习者的英语交流意愿、情绪智力、外语课堂焦虑及其对 教师即时行为感知之间的相互关系。通过 AMOS 21.0结构方程模型来验证上述四个变量之间相 互关系的假设模型。结果显示，所提出的结构模型与收集的数据表现出良好的拟合。研究结果 表明，学生的情绪智力、外语课堂焦虑和对教师即时行为的感知对其英语交流意愿具有显著的 直接预测作用。此外，本研究还验证了以下两条关系链假设：学生的情绪智力及其对教师即时 行为的感知分别经由外语课堂焦虑作为中介因素对英语交际意愿产生间接影响。研究结论表明， 外语学习者的情绪智力和对教师即时行为的感知能够促进其英语交际意愿的提升，同时，降低 外语课堂焦虑水平有助于学习者更加主动地投入二语交际。最后，根据研究结果为如何提升二