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Foreign language reading anxiety: A Turkish case

Year 2011, Volume: 1 Issue: 2, 44 - 56, 14.07.2016

Abstract

This paper examines a Turkish graduate student’s academic reading process and describes his reading habits both in his native Turkish and in English, his foreign language, the difficulties that he experiences in academic reading and the reading strategies that he applies. Data was gathered from one twenty-seven year old Turkish student throughout an autumn semester of his graduate study, through interviews, recall protocols, think aloud protocol and text analysis. The result of this study indicates that the participant experiences difficulty in focusing on, and being able to maintain a satisfactory level of academic reading. It is likely that unfamiliar vocabulary or contexts trigger reading anxiety, which blocks his reading comprehension.

References

  • Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading. System, 34, 494‐508.
  • Arıkan, A. (2008). Topics of reading passages in ELT coursebooks: What do our students   really read?   The Reading Matrix, 8 (2), 70‐85
  • Bernhardt, E. & Kamil M. (1995). Interpreting the relationship between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied Linguistics, 16, 15‐34.
  • Brisbois, J. E. (1995). Connections between first‐ and second‐language reading. Journal of Reading Behavior,   27, 4,  565‐584.
  • Brown, C. M. (1998). L2 reading: An update on relevant L1 research. Foreign Language Annals, 31 (2), 191‐201.
  • Carrell, P. (1984). The effects of rhetorical organization on ESL readers. TESOL Quarterly, 18 (3), 441‐469.
  • Carrell, P. (1991). Second language reading: Reading ability or language proficiency. Applied Linguistics, 12, (2),   159‐179.
  • Carrell, P. L., Pharis, B. & Liberto, J.  (1989). Metacognitive Strategy training for ESL reading. TESOL Quarterly, 23, (4), 647‐678.
  • Carrell, P. L. (1998). Introduction: Interactive approaches to second language reading. In  P. L. Carrell, J.
  • Devine  & D.E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp.1‐5). New York:   Cambridge University Press.
  • Carrell, P.L. ,  Devine, J.,  &  Eskey, D.E. (1998). Interactive Approaches to Second Language Reading. New York:   Cambridge University Press.
  • Carrell, P. L, Eisterhold, J. C. (1998). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine & D.E. Eskey (Ed.), Interactive approaches to second language reading (pp.1‐5). New York: Cambridge University Press.
  • Cekic, H. (2007).Separate and simultaneous cumulative effects of content and formal schemata on Turkish   EFL learners’ reading. Electronic Journal of Social Sciences, 1, 447‐465.
  • Cohen, A.D. (1986). Mentalistic Measures in Reading Strategy Research: Some Recent Findings. English for Specific Purposes 5 (2), 131‐145.
  • Clarke, M. A. (1998). The shortcircuit hypothesis of ESL reading‐ or when language competence interferes   with reading performance. In P. L. Carrell, J. Devine & D.E. Eskey (Ed.), Interactive approaches to   second language reading (pp.1‐5). New York : Cambridge University Press.
  • Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18 (1), 1‐11.
  • Denzin, N. (1970). The Research Act in Sociology. London: Butterworth.
  • Erten, I.H., & Karakas, M. (2007). Understanding the divergent influences of reading activities on the comprehension of short stories. The Reading Matrix, 7(3), 113‐133.
  • Erten, I.H., & Razı, S. (2009). The effects of cultural familiarity on reading comprehension. Reading in a Foreign Language, 21 (1), 66‐77.
  • Hall, S. (1997). Representation: Cultural Representation and Signifying Practices Thousand Oaks: Sage Inc.
  • Hammadou, J. (2000). The impact of analogy and content knowledge on reading comprehension: What   helps, what hurts. The Modern Language Journal, 84, 38‐50.
  • Hudson, T. (1982). The effects of induced schemata on the short circuit in L2 reading: Nondecoding   factors in L2 reading performance. Language Learning, 32, 1‐31.
  • Johnson, P. (1981). Effects of reading comprehension on building bacground knowledge. TESOL Quarterly,   16, 503‐516.
  • Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal, 73, 135‐149.
  • Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. CALICO Journal, 18(1), 67‐80.
  • MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow.   The Modern Lnaguage Journal, 79, 90‐99
  • MacIntyre, P. D, Noels, K. A. & Clement, R. (1997). Biases in self‐ratings of second language proficiency:   The role of language anxiety. Language Learning, 47, 265‐287.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey‐Bass.
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐  efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals,   39, 2, 276‐295.
  • Ozek, Y., & Civelek, M. (2006). A study on the use of cognitive reading strategies by ELT students.   The Asian EFL Journal, Professional Teachers Articles,1‐26.
  • Saito, Y., Horwitz, E. & Garza, T. (1999). Foreign language reading anxiety. The ModernLanguage Journal,  83 (2), 202‐218.
  • Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and language‐specific knowledge in native   and foreign language reading comprehension: An Empirical study among Dutch students in grades   6, 8 and 10. Language Learning, 48, (1), 71‐106.
  • Sellers, V.D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign  Language Annals, 33,(5), 512‐ 520.
  • Tobias, S. (1986) Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self‐related cognitions   in anxiety and motivation. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Taillefer, G. F. (1996). L2 reading ability: Further insight into the short‐circuit hypothesis. The Modern Language Journal, 80, 461‐477.
  • Yayli, D. (2010). A think‐aloud study: Cognitive and metacognitive reading strategies of ELT department   students. Eurasian Journal of Educational Research, 38, 234‐251.
Year 2011, Volume: 1 Issue: 2, 44 - 56, 14.07.2016

Abstract

References

  • Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading. System, 34, 494‐508.
  • Arıkan, A. (2008). Topics of reading passages in ELT coursebooks: What do our students   really read?   The Reading Matrix, 8 (2), 70‐85
  • Bernhardt, E. & Kamil M. (1995). Interpreting the relationship between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypothesis. Applied Linguistics, 16, 15‐34.
  • Brisbois, J. E. (1995). Connections between first‐ and second‐language reading. Journal of Reading Behavior,   27, 4,  565‐584.
  • Brown, C. M. (1998). L2 reading: An update on relevant L1 research. Foreign Language Annals, 31 (2), 191‐201.
  • Carrell, P. (1984). The effects of rhetorical organization on ESL readers. TESOL Quarterly, 18 (3), 441‐469.
  • Carrell, P. (1991). Second language reading: Reading ability or language proficiency. Applied Linguistics, 12, (2),   159‐179.
  • Carrell, P. L., Pharis, B. & Liberto, J.  (1989). Metacognitive Strategy training for ESL reading. TESOL Quarterly, 23, (4), 647‐678.
  • Carrell, P. L. (1998). Introduction: Interactive approaches to second language reading. In  P. L. Carrell, J.
  • Devine  & D.E. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp.1‐5). New York:   Cambridge University Press.
  • Carrell, P.L. ,  Devine, J.,  &  Eskey, D.E. (1998). Interactive Approaches to Second Language Reading. New York:   Cambridge University Press.
  • Carrell, P. L, Eisterhold, J. C. (1998). Schema theory and ESL reading pedagogy. In P. L. Carrell, J. Devine & D.E. Eskey (Ed.), Interactive approaches to second language reading (pp.1‐5). New York: Cambridge University Press.
  • Cekic, H. (2007).Separate and simultaneous cumulative effects of content and formal schemata on Turkish   EFL learners’ reading. Electronic Journal of Social Sciences, 1, 447‐465.
  • Cohen, A.D. (1986). Mentalistic Measures in Reading Strategy Research: Some Recent Findings. English for Specific Purposes 5 (2), 131‐145.
  • Clarke, M. A. (1998). The shortcircuit hypothesis of ESL reading‐ or when language competence interferes   with reading performance. In P. L. Carrell, J. Devine & D.E. Eskey (Ed.), Interactive approaches to   second language reading (pp.1‐5). New York : Cambridge University Press.
  • Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18 (1), 1‐11.
  • Denzin, N. (1970). The Research Act in Sociology. London: Butterworth.
  • Erten, I.H., & Karakas, M. (2007). Understanding the divergent influences of reading activities on the comprehension of short stories. The Reading Matrix, 7(3), 113‐133.
  • Erten, I.H., & Razı, S. (2009). The effects of cultural familiarity on reading comprehension. Reading in a Foreign Language, 21 (1), 66‐77.
  • Hall, S. (1997). Representation: Cultural Representation and Signifying Practices Thousand Oaks: Sage Inc.
  • Hammadou, J. (2000). The impact of analogy and content knowledge on reading comprehension: What   helps, what hurts. The Modern Language Journal, 84, 38‐50.
  • Hudson, T. (1982). The effects of induced schemata on the short circuit in L2 reading: Nondecoding   factors in L2 reading performance. Language Learning, 32, 1‐31.
  • Johnson, P. (1981). Effects of reading comprehension on building bacground knowledge. TESOL Quarterly,   16, 503‐516.
  • Kern, R. G. (1989). Second language reading strategy instruction: Its effects on comprehension and word inference ability. Modern Language Journal, 73, 135‐149.
  • Kol, S., & Schcolnik, M. (2000). Enhancing screen reading strategies. CALICO Journal, 18(1), 67‐80.
  • MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow.   The Modern Lnaguage Journal, 79, 90‐99
  • MacIntyre, P. D, Noels, K. A. & Clement, R. (1997). Biases in self‐ratings of second language proficiency:   The role of language anxiety. Language Learning, 47, 265‐287.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey‐Bass.
  • Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐  efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals,   39, 2, 276‐295.
  • Ozek, Y., & Civelek, M. (2006). A study on the use of cognitive reading strategies by ELT students.   The Asian EFL Journal, Professional Teachers Articles,1‐26.
  • Saito, Y., Horwitz, E. & Garza, T. (1999). Foreign language reading anxiety. The ModernLanguage Journal,  83 (2), 202‐218.
  • Schoonen, R., Hulstijn, J., & Bossers, B. (1998). Metacognitive and language‐specific knowledge in native   and foreign language reading comprehension: An Empirical study among Dutch students in grades   6, 8 and 10. Language Learning, 48, (1), 71‐106.
  • Sellers, V.D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign  Language Annals, 33,(5), 512‐ 520.
  • Tobias, S. (1986) Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self‐related cognitions   in anxiety and motivation. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Taillefer, G. F. (1996). L2 reading ability: Further insight into the short‐circuit hypothesis. The Modern Language Journal, 80, 461‐477.
  • Yayli, D. (2010). A think‐aloud study: Cognitive and metacognitive reading strategies of ELT department   students. Eurasian Journal of Educational Research, 38, 234‐251.
There are 36 citations in total.

Details

Other ID JA46EJ65JU
Journal Section Articles
Authors

Yesim Bektas-cetinkaya This is me

Publication Date July 14, 2016
Published in Issue Year 2011 Volume: 1 Issue: 2

Cite

APA Bektas-cetinkaya, Y. (2016). Foreign language reading anxiety: A Turkish case. The Journal of Language Learning and Teaching, 1(2), 44-56.