Akwizycja języka obcego a lęk językowy

Sylwia Kalińska-Łuszczyńska

Résumé


Celem niniejszego artykułu jest przybliżenie pojęcia lęku językowego, opisanie jego wpływu na proces przyswajania głównych kompetencji językowych, a mianowicie: słuchania, pisania, czytania i mówienia. Dodatkowo przedstawiony został wpływ lęku językowego na naukę gramatyki. Badania wykazały, że studenci języków obcych, którzy odczuwają wysoki poziom lęku, najbardziej cierpią podczas ustnych ćwiczeń językowych. Co więcej, lęk językowy wpływa u nich na negatywną postawę wobec nauki języka.


Mots-clés


lęk językowy; kompetencje językowe; gramatyka; aktywizacja języka obcego

Texte intégral :

PDF (Język Polski)

Références


Atay D., Kurt G., 2006, Prospective Teachers and L2 Writing Anxiety, “Asian EFL Journal” Nº 8 (4), p. 100–118.

Allwright D., Bailey K., 1991, Focus on the language classroom: an introduction to classroom research for language, Cambridge University Press.

Bailey P., Onwuegbuzie A. J., Daley C. E., 2000, Correlates of anxiety at three stages of the foreign language learning process, “Journal of Language and Social Psychology” Nº 19, p. 474–490.

Beatty M. J., Benke R. R., Henderson L. S., 1980, An empirical validation of the Receiver Apprehension Test as a measure of trait listening anxiety, “Western Journal of Speech Communication” Nº 44, p. 132–136.

Bernhardt E. B., 2000, Second-language reading as a case study of reading scholarship in the 20th century, [in:] Kamil M. L., Pearson P. D., Barr R. (eds.), “Handbook of reading research”, vol. III, p. 791–811, Lawrence Erlbaum Associates.

Bline D., Lowe D. R., Meixner W. F., Nouri H., Pearce K., 2001, A research note on the dimensionality of Daly and Miller’s writing apprehension scale, “Written Communication” Nº 18, p. 61–79.

Brantmeier C., 2005, Anxiety about L2 Reading or L2 Reading Tasks? A Study with Advanced Language Learners, “The Reading Matrix: An International Online Journal” Nº 5 (2), p. 67–85.

Burgoon J. I., Koper R. J., 1984, Nonverbal and relational communication associated with reticence. “Human Communication Research” Nº 10, p. 601–626.

Cha H., 2006, Korean Elementary ESOL Students’ English Language Anxiety and Defense Mechanism in the ESOL and Mainstream Classes: Theoretical and Pedagogical Implications for TESOL.

Thèse de doctorat inédite, The Florida State University College of Education, disponible [sur:] http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=2079&context=etd.

Cheng Y. S., Horwitz E. K., Schallert D. L., 1999, Language writing anxiety: Differentiating writing and speaking components, “Language Learning” Nº 49, p. 417–446.

Daly J. A., 1985, Writing apprehension, [in:] Rose M. (ed.), When a writer can’t write, p. 43–82, Wydawnictwo: Guilford.

Daly J. A., Miller M. D., 1975, The empirical development of an instrument of writing apprehension, “Research in the Teaching of English” Nº 9, p. 242–249.

Daly J. A., Vangelisti A., Witte S. P., 1988, Writing apprehension in the classroom context, [in:] B. A. Rafoth & D. L. Rubin (eds.), The social construction of written communication, p. 147–171. Norwood, NJ: Ablex Publishing.

Faigley L., Daly J. A., Witte S., 1981, The Role of Writing Apprehension in Writing Performance and Competence, “Journal of Educational Research” Nº 75, p. 16–21.

Foss K. A., Reitzel A. C., 1988, A relational model for managing second language anxiety, “TESOL Quarterly” Nº 22, p. 437–454.

Ganschow L., Sparks R., 1996, Anxiety about Foreign Language Learning among High School Women, “Modern Language Journal” Nº 80, p. 199–212.

Gardner R. C., Lalonde R. N., Moorcroft R., Evers F.T., 1987, Second language attrition: The role of motivation and use, “Journal of Language and Social Psychology” Nº 6, p. 29–47.

Hasan A. S., 2000, Learners’ perceptions of listening comprehension problems, “Language Culture and Curriculum” Nº 13 (2), p. 137–153.

Hilleson M., 1996, “I want to talk with them, but I don’t want them to hear”: An introspective study of second language anxiety in an English-medium school, [in:] Bailey K., Nunan D. (eds.), Voices from the language classroom, p. 248-275, Cambridge University Press.

Horwitz E. K., 2001, Language Anxiety and Achievement, “Annual Review of Applied Linguistics” Nº 21, p. 112–127.

Horwitz E. K., Horwitz M. B., Cope J. A., 1986, Foreign language classroom anxiety, “The Modern Language Journal” Nº 70 (2), p. 125–132.

Horwitz E. K., Young D., 1991, Afterword, [in:] Horwitz E. K., Young D. J. (eds.), Language Anxiety: From Theory and Research to Classroom Implications, p. 177–178, Prentice Hall.

MacIntyre P. D., Gardner R. C., 1993, A student’s contributions to second-language learning. Part II: Affective variables, “Language Teaching” Nº 25, p. 211–220.

Kim J., 2005, The reliability and validity of a foreign language listening anxiety scale, “Korean Journal of English Language and Linguistics” Nº 5 (2), p. 213–235.

Krashen S., 1985, The Input Hypothesis: Issues and implications, Longman.

Lee J. F., 1999, Clashes in L2 reading: Research versus practice and readers’ misconceptions, [in:] Young D. J. (ed.), Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom, p. 49–63, McGraw-Hill.

Leki I., 1999, Techniques for reducing second language writing anxiety, [in:] Young D. J. (ed.), Affect in foreign language and second language learning. A practical guide to creating a lowanxiety classroom, p. 64–88, McGraw-Hill.

Levine G. S., 2003, Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study, “The Modern Language Journal” Nº 87 (3), p. 343–364.

MacIntyre P. D., 1995, On seeing the forest and the trees: A rejoinder to Sparks and Ganschow, “The Modern Language Journal” Nº 79, p. 245–248.

MacIntyre P. D., 1999, Language Anxiety: A Review of the Research for language teachers, [in:] Young D. J. (ed.), Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom, p. 24–45, McGraw-Hill.

MacIntyre P. D., Gardner R. C., 1991b, Methods and results in the study of anxiety in language learning: A review of the literature, “Language Learning” Nº 41, p. 85–117.

MacIntyre P. D., Gardner R. C., 1994a, The effects of induced anxiety on cognitive processing in computerised vocabulary learning, “Studies in Second Language Acquisition” Nº 16, p. 1–17.

MacIntyre P. D., Gardner R. C., 1994b, The subtle effects of language anxiety on cognitive processing in the second language, “Language Learning” Nº 44, p. 283–305.

McIntyre P. D., Gardner R. C., 1989, Anxiety and second language learning: Toward a theoretical clarification, “Language Learning” Nº 39, p. 251–257.

McIntyre P. D., Gardner R. C., 1991a, Language anxiety: Its relation to other anxieties and to processing in native and second languages, “Language Learning” Nº 41, p. 85–117.

Mathews A.,1988, Anxiety and the processing of threatening information, [in:] Hamilton V., Bower G. H., Frijda N. H. (eds.), Cognitive perspectives on emotion and motivation, p. 265–284, Wydawnictwo: Kluwer Academic.

Matsuda S., Gobel P., 2004, Anxiety and predictors of performance in the foreign language classroom, “System” Nº 32, p. 21–36.

McDowell E. E., McDowell C. E., 1978, An investigation of source and receiver apprehension at the junior high, senior high and college levels, “Central States Speech Journal” Nº 29, p. 11–19.

Onwuegbuzie A. J., Bailey P., Daley C. E., 1999, Factors associated with foreign language anxiety, “Applied Psycholinguistics” Nº 20/2, p. 217–239.

Phillips E. M., 1991, Anxiety and oral competence: Classroom dilemma, “French Review” Nº 65, p. 1–14.

Phillips E. M., 1992, The effects of language anxiety on students’ oral test performance and attitudes, “Modern Language Journal”, Nº 76, p. 14–26.

Preiss R., Wheeless L. R., Allen M., 1990, The cognitive consequences of receiver apprehension: A meta-analytic review, “Journal of Social Behaviour and Personality” Nº 5, p. 155–172.

Price M. L., 1991, The subjective experience of foreign language anxiety: Interviews with highanxious students, [in:] Horwitz E. K., Young D. J. (eds.), Language anxiety: From theory and research to classroom implications, p. 101–108, Prentice Hall.

Roberts C. V., 1986, A validation of the Watson-Barker Listening Test, “Communication Research Reports” Nº 3, p. 115–119.

Saito Y., Horwitz E. K., Garza T. J., 1999, Foreign language reading anxiety, “The Modern Language Journal” Nº 83, p. 202–218.

Schweiker-Marra K. E., Marra W. T., 2000, Investigating the effects of prewriting activities on writing performance and anxiety of at-risk students, “Reading Psychology” Nº 21, p. 99–114.

Tobias S., 1979, Anxiety research in educational psychology, “Journal of Educational Psychology” Nº 71, p. 573–582.

Sellars V., 2000, Anxiety and reading comprehension in Spanish as a foreign language, “Foreign Language Annals” Nº 33, p. 512–521.

Sparks R. L., Ganschow L., 1999, Native language skills, foreign language aptitude, and anxiety about foreign language learning, [in:] Young D. J. (ed.), Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom, p. 169–190, McGraw-Hill.

Steinberg F. S., Horwitz E. K., 1986, The effect of induced anxiety on the denotative and interpretive content of second language speech, “TESOL Quarterly” Nº 20, p. 131–136.

Thompson M. O., 1980, Classroom techniques for reducing writing anxiety: A study of several cases. Document présenté au «the annual conference on college composition and communication », Washington, D. C. (ERIC Document Reproduction Service, No. ED 188 661).

Tsui A. B. M, 1996, Reticence and anxiety in second language learning, [in:] Bailey K. M., Nunan D. (eds.), Voices from the language classroom, p. 145–167, Cambridge University Press.

VanPatten B., Glass W., 1999, Grammar Learning as a Source of Language Anxiety: A Discussion [in:] Dolly J. Y. (ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, p. 89–105, McGraw-Hill College.

Vogely A. J., 1998, Listening comprehension anxiety: Students’ reported sources and solutions, “Foreign Language Annals” Nº 31 (1), p. 67–80.

Vogely A., 1999, Addressing listening comprehension anxiety [in:] Young D. J. (ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, p. 106–123, McGraw-Hill College.

Walker E., 1997, Foreign Language Anxiety in Hong Kong secondary schools: Its relationship with age-related factors, school form and self-perception. Thèse de doctorat inédite, The University of Hong Kong, [in:] http://www.google.pl/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCEQFjAAahUKEwjEy8mhjuDGAhUEjywKHcQdAIE&url=http%3A%2F%2Fhub.hku.hk%2Fbitstream%2F10722%2F35174%2F1%2FFullText.pdf%3Faccept%3D1&ei=NuGnVcRYhJ6yAcS7gIgI&usg=AFQjCNFUqCNt0HH2ZILcuU8cK1iGYXi4rA&bvm=bv.97949915,d.bGg

Wheeless L. R., 1975, An investigation of receiver apprehension and social context dimensions ofcommunication apprehension, “Speech Teacher” Nº 23, p. 261–268.

Williams K., 1991, Anxiety and formal second/foreign language learning, “RELC Journal: A Journal of Language Teaching and Research in Southeast Asia” Nº 22 (2), p. 19–28.

Young D. J., 1986, The relationship between anxiety and foreign language oral proficiency ratings, “Foreign Language Annals” Nº 19, p. 439–445.

Young D. J., 1990, An investigation of students’ perspectives on anxiety and speaking, “Foreign Language Annals” Nº 19, p. 539–553.

Young D. J., 1992, Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin, “Foreign Language Annals” Nº 25, p. 157-172.

Young D. J., 1999b, Giving priority to the language learner first, [in:] Young D. J. (ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, p. 106-123. McGraw-Hill College.

Young D. J., 2000, An investigation into the relationship between L2 reading anxiety and L2 reading comprehension, and self-reported level of comprehension, topic familiarity, features of an L2 text and reading ability in the L1 and L2, [in:] Leow R., Sanz C. (eds), Current Research on the Acquisition of Spanish, p. 15-33, Cascadilla Press.




DOI: http://dx.doi.org/10.17951/ff.2015.33.1.35
Date of publication: 2016-06-01 09:40:30
Date of submission: 2016-05-31 10:45:15


Statistiques


Visibilité des résumés - 2891
Downloads (from 2020-06-17) - PDF (Język Polski) - 2294

Indicateurs



Renvois

  • Il n'y a présentement aucun renvoi.


Droit d'auteur (c) 2016, Sylwia Kalińska-Łuszczyńska

Licence Creative Commons
Ce(tte) œuvre est mise à disposition selon les termes de la Licence Creative Commons Attribution 4.0 International.