近年來，在第二語言習得（SLA）領域中，關於個別差異變項影響口語表達能力之研究受到極大的關注。然而，其中並未有足夠的研究探討溝通意願（Willingness to Communicate）、五大性格人格特質（The Big Five Personality Traits）與第二語言學習動機自我系統（L2 Motivational Self System）這三個重要變項之間的因果關係。
　　從文獻探討中，MacIntyre等人（1998）提出了多層次的第二外語溝通意願金字塔模型（WTC Pyramid Model），認為第二外語溝通意願具有特質與情境的狀態，前者的特徵較穩定，而後者的特徵則偏向動態。因此，本研究推測人格變項可能會通過第二語言學習動機自我系統的調解對溝通意願產生直接和間接的影響。
　　本研究在三種不同的情境下（即與英語母語者之溝通意願、與非英語母語者之溝通意願，以及在學校情境中之溝通意願），成立了一個L2 WTC模型，以部分驗證理論上的字塔模型。此研究招募了一共394名來自伊朗和台灣以英語為外國語言學習者，參加該項研究，並使用相關分析和結構方程模型分析（SEM）測試本研究之模型。結果證實，人格對溝通意願確實有直接與間接的影響。此外，在三者不同的情境下，溝通意願都受到開放性（Openness）人格與理想我（Ideal Self）的影響。總體來說，本研究的實證證據有助於未來研究在第二外語習得領域之發展，以及提供了教師教學上的建議。

A growing number of studies have highlighted the impact of individual difference variables on perceiving higher communicative competence in the field of second language acquisition (SLA). However, very few of them have investigated the causal relationships between the three important variables, namely, willingness to communicate (WTC), personality, and motivation. From the existing literature, a multi-layered model of L2 WTC pyramid was proposed to argue that L2 WTC is a state-like variable with dual perspectives, comprising both stable and dynamic characteristics. Therefore, it is possible that personality variables might exert direct and indirect impacts on WTC via the mediation of motivation variables. To address the research gap, this study created a hypothesized model of L2 WTC in three different contexts (i.e., WTCnative, WTCnonnative, and WTCschool), the big five personality traits, and L2 motivational self to partially validate the theoretical WTC pyramid model. A total of 394 EFL learners from Iran and Taiwan were recruited in the study. By examining the interrelationships between individual difference variables, the hypothesized model was tested using correlational analysis and structural equation modeling (SEM). The results confirmed that there was a dual impact of personality on WTC. Moreover, WTC was consistently, notwithstanding in different degrees, influenced by openness and ideal self. The empirical evidence of this study contributed to a clearer picture of the dynamic characteristic of WTC. Pedagogical implications, limitations, and suggestions for future research were also identified.

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