willingness to communicate, learner subjectivity, anxiety, and efl learners' pragmatic competence

Individual learner differences play an integral role in second language acquisition and interested researchers and practitioners cannot get a full appreciation of second language learning if they ignore these significant variables. this study investigated how willingness to communicate (wtc), learner subjectivity, and anxiety in learning the l2 correlate with iranian students’ english pragmatic knowledge. to this end, a total of 140 participants received instruction on request strategy types and their internal and external modification devices for seven weeks through consciousness-raising tasks. the data were obtained through wtc questionnaire, learner subjectivity questionnaire, foreign language classroom anxiety scale, and discourse completion test. the findings indicated that wtc and learner subjectivity correlated positively with the participants’ l2 pragmatic competence. however, no relationship was observed between the learners’ anxiety and their pragmatic achievement. the results suggest that some personal characteristics such as wtc and learner subjectivity are significant contributors to success in acquiring l2 pragmatic knowledge.