Writing Apprehension in L2.

Autor/inn/en	Masny, Diana; Foxall, Justine
Titel	Writing Apprehension in L2.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adult Education; Adult Students; Arabic; Comparative Analysis; Educational Attitudes; English (Second Language); Foreign Countries; French; French Canadians; Intensive Language Courses; Japanese; Polish; Postsecondary Education; Questionnaires; Second Language Learning; Spanish Speaking; Two Year Colleges; Uncommonly Taught Languages; Writing Apprehension; Writing Attitudes; Writing Difficulties; Writing Skills; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arabisch; Educational attitude; Bildungsverhalten; Erziehungseinstellung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Französisch; Frankokanadier; Intensivkurs; Sprachkurs; Japaner; Japanisch; Polnisch; Post-secondary education; Tertiäre Bildung; Fragebogen; Zweitsprachenerwerb; Minderheitensprache; Schreibstörung; Writing skill; Schreibfertigkeit; Kanada
Abstract	A study investigated links between writing apprehension, preferred writing processes, and academic achievement in 28 adult learners of English as a Second Language (ESL). One group was of varying language background in an intensive intermediate ESL class and the other consisted of francophone Canadians in an evening intermediate ESL writing class at a junior college. Students were tested and categorized as high and low achievers in their writing classes. Based on scores on a writing apprehension questionnaire, the students were also classified as having high or low writing apprehension. Results indicate that high achievers had lower apprehension scores, as anticipated. It was also found that: (1) high and low achievers were more concerned about form than content; (2) low achievers were more concerned about form than were high achievers; (3) high and low apprehensive writers were more concerned about form than content; and (4) low apprehensive students were more concerned about form than were high apprehensive students. High apprehension also correlated with unwillingness to take more writing classes. However, students with high concern about form appeared to see the need to write. Females were more apprehensive than males. An 18-item bibliography, the writing apprehension questionnaire, and criteria for writing skills classification are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC