The Second Language Writing Anxiety: The Perceived Sources and Consequences

Year 2019, Volume: 45 Issue: 45, 235 - 251, 03.01.2019

Elif Genç , Demet Yaylı

Abstract

Previous studies show that second language writing anxiety negatively influences  learners’ attitudes, achievement, and performance and hinders their writing and learning process. In line with this, our study focused on capturing the anxiety levels of a group of B2 level EFL learners studying at a preparatory school, and the sources and consequences of their L2 writing anxiety. Both quantitative (SLWAI by Cheng, 2004) and qualitative (a questionnaire with open-ended questions, and interviews) research methods were used in the study. The results showed that the participants in this study had high to moderate level of L2 writing anxiety. The participants reported that they feel more L2 writing anxiety during exams than writing in class or at home. Topic selection, finding supporting ideas, time limitation, and lack of effective feedback were found to be the most anxiety-provoking factors for the participants, which were followed by grammar for writing, brainstorming, and idea organization.

Keywords

Second language writing anxiety, sources of writing anxiety, consequences of writing anxiety

İkinci Dilde Yazma Kaygısı: Algılanan Sebepleri ve Sonuçları

Abstract

İlgili
çalışmaların sonuçları yabancı dilde yazma kaygısının öğrencilerin tutumlarını,
başarılarını ve performanslarını negatif yönde etkileyerek yazma ve öğrenme
süreçlerine ket vurduğunu göstermektedir. Buna paralel olarak, çalışmamız
yabancı dil olarak İngilizce öğrenen B2 seviyesindeki bir grup hazırlık okulu öğrencisinin
yabancı dilde yazma kaygısı seviyelerini ve bu kaygılarının sebeplerini ve
sonuçlarını keşfetmeye odaklanmıştır.

Bu çalışmada, hem
nicel (İkinci Dilde Yazma Kaygısı Envanteri, Cheng, 2004) hem nitel (açık uçlu
soruların olduğu bir ölçek ve mülakatlar) araştırma yöntemleri kullanılmıştır.
Sonuçlar, katılımcıların yüksek ve orta düzeyde yazma kaygısına sahip
olduklarını göstermektedir. Katılımcılar sınavlarda, sınıfta ve evde
yazdıklarından daha fazla kaygı hissettiklerini belirtmişlerdir. Yazma konusu seçme,
yardımcı fikir bulma, , zaman kısıtlaması ve etkili dönüt eksikliği en çok
kaygı hissettiren etmenler olarak bulunurken bunları dilbilgisi, beyin
fırtınası, fikirleri organize etme ve konu cümlesi yazma adımları takip etti.

Keywords

Second language writing anxiety, sources of writing anxiety

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