Abstract

Rudi Afshar Jafari1* and Milad Rafsanjani Deghati2

Willingness to communicate (WTC) has recently become an important concept across disciplines of Teaching Language (TL) and communication. It has been proposed that pedagogic goals should be to increase learners’ WTC so as to facilitate language learning. Some students seek, while others avoid, communication. Many language teachers have encountered students high in linguistic competence who are unwilling to communicate whereas other students, with only minimal linguistic knowledge, seem to communicate whenever possible. English teachers are highly suggested that they pave the way for the students to move beyond their linguistic or communicative competence as the primary goal of language instruction.