Teachers and scholars argue that willingness to communicate is crucial to language learning, but many language learners are reluctant to engage in such communication, in or out of class. In addition, much of the existing research on willingness to communicate is based on English language learners, but there are meaningful motivational and structural differences in English learning versus learning languages other than English. The purpose of the present study was to examine the impact of classroom social climate, language mindset, and academic emotions (i.e. anxiety, boredom, enjoyment, and pride) on second language willingness to communicate (L2WTC) in and out of class among 547 undergraduate students learning languages other than English in the United States. Analysis using structural equation modeling indicated that the emotions of anxiety, boredom, and enjoyment were associated with students’ L2WTC in class. In addition, although classroom social climate and language mindset did not have direct effects on L2WTC in class, both showed indirect effects on L2WTC in class through emotions, especially enjoyment. The findings also showed that students’ L2WTC inside the classroom relates to self-reported readiness to use the second language (L2) outside of class.

中文翻译：

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美国本科生第二语言交流意愿的预测因素：课堂社交氛围、情绪和语言心态

教师和学者认为，交流的意愿对于语言学习至关重要，但许多语言学习者不愿意在课堂内外进行这种交流。此外，现有的许多关于沟通意愿的研究都是基于英语学习者，但英语学习与学习英语以外的语言存在有意义的动机和结构差异。本研究的目的是考察 547 名本科生在课堂内外的课堂社会氛围​​、语言心态和学术情绪（即焦虑、无聊、享受和自豪）对第二语言交流意愿 (L2WTC) 的影响。在美国学习英语以外语言的学生。使用结构方程模型的分析表明，焦虑、无聊和享受的情绪与学生在课堂上的 L2WTC 相关。此外，虽然课堂社交氛围和语言心态对课堂L2WTC没有直接影响，但两者都通过情绪，尤其是享受对课堂L2WTC产生间接影响。研究结果还表明，学生在课堂内的 L2WTC 与他们自我报告的在课堂外使用第二语言 (L2) 的准备程度相关。