在全球化的背景下，過去數十年來跨國溝通的需求激增，英語已成為一種通用語言。為了使全球公民具備卓越的語言能力，第二語言的教學已將重心轉移到增強學習者的溝通能力上。「溝通意願」(Willingness to communicate, WTC)是與學習者對目標語言的使用有緊密關聯的個體變項，在第二語言習得(SLA)的領域中得到許多關注。隨著過去十年來第二語言溝通意願在第二語言習得的研究中有卓越發展，許多研究探討著與其相關的各種因素。儘管學習者的人格特質和動機與他們使用第二語言溝通的意向明顯有關，仍缺乏研究探討這些變量之間的相互關係。特別是對於第二語言溝通意願 (L2 WTC)、五大性格特質(the Big Five personality traits)與學習者的第二語言自我意象 (L2 Motivational Self System)之間的關聯所知甚少。毋庸置疑的是，在以英語為外語 (EFL) 的環境中，學習者使用英語進行交談的機會僅限於課堂環境以及與英語母語者和非英語母語者的交流。然而大多數有關第二語言溝通意願的研究似乎都忽略了這項特徵。為了彌合上述的研究缺口，本研究探討在三種不同的情境下，五大性格特質與第二語言自我意象對第二語言溝通意願的影響。本研究使用一份包含十二項觀察變項的問卷搜集413名以英語為外語的越南學生在三種情境下(與英語母語者溝通、與非英語母語者溝通，以及在課堂環境中溝通)，五大性格特質、第二語言自我意象與第二語言溝通意願的資料。數據分析指出，對於不同類型的對話者，性格特質和第二語言自我意象對第二語言溝通意願的影響也不同，其中後者的影響更大。本研究的結果提醒教育工作者與教師，個體差異在影響教學及學習過程中所扮演的重要角色。

Against the backdrop of globalisation, English has become a lingua franca over the last few decades, as a response for proliferating demand for transnational communication. In order to equip global citizens with exceptional language ability, the pedagogical focus of L2 learning and teaching has shifted to enhancing learners’ communicative competence. Willingness to communicate (WTC), an individual difference variable closely connected to learners’ use of the target language, has attracted a great deal of scholarly attention in the field of second/foreign language acquisition (SLA). As L2 WTC gained incredible momentum in SLA research over the last decade, numerous studies have been conducted so as to explore various factors associating with it. While it seems apparent that learners’ personality traits and motivation are intricately interwoven with their intention to making L2 communication, little is known about the causal relationships among L2 WTC, the Big Five personality traits and the L2 Motivational Self System of EFL learners. It goes without saying that in an EFL setting, opportunities for learners to converse in English are limited to classroom environment and encounters with native and non-native speakers. However, most studies on L2 WTC seem to have overlooked this particular feature. To bridge the aforementioned research gaps, this study is carried out to examine the influences of the Big Five personality traits and the L2 Motivational Self System on L2 WTC in terms of these three different contexts. A questionnaire was administered to 413 Vietnamese EFL students to collect data on their Big Five personality traits, L2 self-guides and L2 WTC in three contexts (i.e., native speakers, non-native speakers and school). Data analysis revealed that towards different types of interlocutors, the effects of personality traits and L2 self-guides on L2 WTC would manifest differently, with the latter exerting stronger influences. The findings of this study act as a reminder for educational practitioners and teachers of the prominent role individual differences play in affecting the teaching and learning process.

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