Schlagworte
metodologia badań
Foreign Language Anxiety Scale
Zitationsvorschlag
Abstract
The paper aims at analysing the methodological perspectives applied in studies on language anxiety. First, the sample selection procedures and characteristics are presented, followed by the analysis the main research tools applied in this area, and by the outline of the most popular research designs and the description of basic data analyses. The paper finishes with an attempt to depict methodological research perspectives concerning further investigations of language anxiety.
Literaturhinweise
Abu-Rabia, S. 2004. „Teacher’s role, learners’ gender differences, and FL anxiety among seventh-grade students studying English as FL”. Educational Psychology 24. 711-721.
Aida, Y. 1994. „Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese”. Modern Language Journal 78. 155-168.
AlFallay, I. 2004. „The role of some selected psychological and personality traits of the rater in the accuracy of self- and peer-assessment”. System 32. 407-425.
Argamon, O. i Abu-Rabia, S. 2002. „The influence of language anxiety on English reading and writing tasks among native Hebrew speakers”. Language, Culture and Curriculum 15. 143-160.
Arnold, J. (red.). 1999. Affect in language learning. Cambridge: Cambridge University Press.
Bailey, P., Daley, C. E. i Onwuegbuzie, A. J. 1999. „Foreign language anxiety and learning style”. Foreign Language Annals 32. 63-76.
Bailey, P., Onwuegbuzie, A. J. i Daley, C. E. 2000. „Correlates of anxiety at three stages of the foreign language learning process”. Journal of Language and Social Psychology 19. 474-491.
Brown, J. D. 1988. Understanding research in second language learning. Cambridge: Cambridge University Press.
Campbell, C. M. 1999. „Language anxiety in men and women: Dealing with gender difference in the language classroom”, w: Young, D. J. (red.). 1999. 194-215.
Campbell, C. M. i Shaw, V. M. 1994. „Language anxiety and gender differences in adult second language learners: Exploring the relationship”, w: Klee, C. A. (red.). 1994. 215-244.
Casado, M. A. i Dereshiwsky, M. I. 2001. „Foreign language anxiety of university students”. College Student Journal 35. 539-549.
Casado, M. A. i Dereshiwsky, M. I. 2004. „Effect of educational strategies on anxiety in the second language classroom: An exploratory comparative study between U.S. and Spanish first-semester university students”. College Student Journal 38. 539-552.
Cheng, Y. -S. 2004. „A measure of second language writing anxiety: Scale development and preliminary validation”. Journal of Second Language Writing 13. 313-335.
Cheng, Y. -S, Horwitz, E. K. i Schallert, D. L. 1999. „Language anxiety: Differentiating writing and speaking components”. Language Learning 49. 417-446.
Craig, J. R. i Metze, L. P. 1986. Methods of psychological research. (wydanie drugie). Monterey, CA: Brooks/Cole Publishing Company.
Elkhafaifi, H. 2005. „Listening comprehension and anxiety in the Arabic language classroom”. Modern Language Journal 89. 206-220.
Francuz, P. i Mackiewicz, P. 2005. Liczby nie wiedzą, skąd pochodzą. Przewodnik po metodologii i statystyce nie tylko dla psychologów. Lublin: Wydawnictwo KUL.
Frantzen, D. i Sieloff Magnan, S. 2005. „Anxiety and the true beginner-false beginner dynamic in beginning French and Spanish Classes”. Foreign Language Annals 38. 171-190.
Ganschow, L. i Sparks, R. L. 1996. „Anxiety about foreign language learning among high school women”. Modern Language Journal 80. 199-212.
Gardner, R. C. i MacIntyre, P. D. 1993. „A student’s contributions to secondlanguage learning. Part II: Affective variables”. Language Teaching 26. 1-11.
Gardner, R. C., Masgoret, A. -M., Tennant, J. i Mihic, L. 2004. „Integrative motivation: Changes during a year-long intermediate-level language course”. Language Learning 54. 34-67.
Gardner, R. C., Smythe, P. C. i Clément, R. 1979. „Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency”. Language Learning 29. 305-320.
Greene, J. C., Caracelli, V. J. i Graham, W. F. 1989. „Toward a conceptual framework for mixed-method evaluation designs”. Educational Evaluation and Policy Analysis 11. 255-274.
Gregersen, T. i Horwitz, E. K. 2002. „Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance”. Modern Language Journal 86. 562-570.
Horwitz, E. K. 1986. „Preliminary evidence for the reliability and validity of a foreign language anxiety scale”. TESOL Quarterly 20. 559-562.
Horwitz, E. K., Horwitz, M. i Cope, J. A. 1986. „Foreign language classroom anxiety”. Modern Language Journal 70. 125-132.
Kim, J. 2005. „The reliability and validity of a Foreign Language Listening Anxiety Scale”. Korean Journal of English Language and Linguistics 5. 213-235.
Kitano, K. 2001. „Anxiety in the college Japanese language classroom”. Modern Language Journal 85. 549-566.
Klee, C. A. (red.). 1994. Faces in a crowd: The individual learner in multisection courses. Boston: Heinle & Heinle.
Komorowska, H. 1982. Metody badań empirycznych w glottodydaktyce. Warszawa: PWN.
Kondo, D. S. i Ying-Ling, Y. 2004. „Strategies for coping with language anxiety: The case of students of English in Japan”. ELT Journal 58. 258-265.
Liu, M. L. 2006. „Anxiety in Chinese EFL students at different proficiency levels”. System 34. 301-316.
Liu, M. i Jackson, J. 2008. „An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety”. Modern Language Journal 92. 71-86.
MacIntyre, P. D. 1995. „On seeing the forest and the trees: A rejoinder to Sparks and Ganschow”. Modern Language Journal 79. 245-248.
MacIntyre, P. D., Baker, S. C., Clément, R. i Donovan, L. 2003. „Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students”. Language Learning 53. 137-166.
MacIntyre, P. D., Baker, S., Clément, R. i Conrod, S. 2001. „Willingness to communicate, social support and language learning orientations of immersion students”. Studies in Second Language Acquisition 23. 369-388.
MacIntyre, P. D. i Gardner, R. C. 1989. „Anxiety and second language learning: Toward a theoretical clarification”. Language Learning 39. 251-275.
MacIntyre, P. D. i Gardner, R. C. 1994a. „The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning”. Studies in Second Language Acquisition 16. 1-17.
MacIntyre, P. D. i Gardner, R. C. 1994b. „The subtle effects of language anxiety on cognitive processing in the second language”. Language Learning 44. 283-305.
MacIntyre, P. D., Noels, K. A. i Clément, R. 1997. „Biases in self-ratings of second language proficiency: The role of language anxiety”. Language Learning 47. 265-287.
Matsuda, S. i Gobel, P. 2004. „Anxiety and predictors of performance in the foreign language classroom”. System 32. 21-36.
McCroskey, J. C. 1970. „Measures of communication-bound anxiety”. Speech Monographs 37. 269-277.
McDonough, J. i McDonough, S. 1997. Research methods for English language teachers. London: Arnold.
Mihaljević Djigunović, J. 2000. „Language learning strategies and affect”. CLCS, Occasional Paper No 59. Dublin: Trinity College.
Mihaljević Djigunović, J. 2006. „Language anxiety and language processing”. EUROSLA Yearbook 6. 191-212.
Onwuegbuzie, A. J., Bailey, P. i Daley, C. E. 1999. „Factors associated with foreign language anxiety”. Applied Psycholinguistics 20. 217-239.
Onwuegbuzie, A. J., Bailey, P. i Daley, C. E. 2000. „The validation of three scales measuring anxiety at different stages of the foreign language learning process: The Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale”. Language Learning 50. 87-117.
Onwuegbuzie, A. J., Bailey, P. i Daley, C. E. 2001. „Cognitive, affective, personality, and demographic predictors of foreign language achievement”. Journal of Educational Research 94. 3-15.
Oxford, R. L. 1999a. „Anxiety and the language learner: New insights”, w: Arnold, J. (red.). 1999. 58-67.
Oxford, R. L. 1999b. „‘Style wars’ as a source of anxiety in language classrooms”, w: Arnold, J. (red.). 1999. 216-238.
Pappamihiel, N. E. 2001. „Moving from the ESL classroom into the mainstream: An investigation of English language anxiety in Mexican girls”. Bilingual Research Journal 25. 1-8.
Pappamihiel, E. N. 2002. „English as a Second Language students and English language anxiety: Issues in the mainstream classroom”. Research in the Teaching of English 36. 327-366.
Pérez-Paredez, P. F. i Martínez-Sánchez, F. 2000-2001. „A Spanish version of the Foreign Language Classroom Anxiety scale: Revisiting Aida’s factor analysis”. RESLA 14. (http://dialnet.unirioja.es/servlet/fichero_articulo?articulo=871315&orden=53169).
Phillips, E. M. 1992. „The effects of language anxiety on students’ oral test performance and attitudes”. Modern Language Journal 76. 14-26.
Piechurska-Kuciel, E. 2008. Language anxiety in secondary grammar school students. Opole: Wydawnictwo Uniwersytetu Opolskiego.
Rodríguez, M. i Abreu, O. 2003. „The stability of general foreign language classroom anxiety across English and French”. Modern Language Journal 87. 365-374.
Rouhani, A. 2008. „An investigation into emotional intelligence, foreign language anxiety and empathy through a cognitive-affective course in an EFL context”. Linguistik Online 34. (http://www.linguistik-online.de/34_08/rouhani.pdf).
Saito, Y., Horwitz, E. K. i Garza, T. J. 1999. „Foreign language reading anxiety”. Modern Language Journal 83. 202-218.
Saito, Y. i Samimy, K. K. 1996. „Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advancedlevel college students of Japanese”. Foreign Language Annals 29. 239-249.
Sarason, I. G. 1978. „The test anxiety scale: Concept and research”, w: Spielberger, C. D. i Sarason, I. G. (red.). 1978. 193-216.
Schumann, J. H. 1997. The neurobiology of affect in language. Malden: Blackwell. Spielberger, C. 1983. Manual for the state-trait anxiety inventory (STAI-Form Y). Palo Alto, CA: Consulting Psychologists Press.
Spielberger, C. D. i Sarason, I. G. (red.). Stress and anxiety. Vol. 5. Washington, DC: Hemisphere.
Spielmann, G. i Radnofsky, M. L. 2001. „Learning language under tension”. Modern Language Journal 85. 259-278.
von Wörde, R. 2003. „Students’ perspectives on foreign language anxiety”. Inquiry 8. ERIC ED479986.
Watson, D. i Friend, R. 1969. „Measurement of social-evaluative anxiety”. Journa of Consulting and Clinical Psychology 33. 448-457.
Woodrow, L. 2006. „Anxiety and speaking English as a second language”. RELC Journal 37. 308-328.
Turula, A. 2006. Language anxiety and classroom dynamics. A study of the adult beginner. Bielsko-Biała: Wydawnictwo Akademii Techniczno-Humanistycznej.
Xiu, Y. J. i Horwitz, E. K. 2008. „Learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China”. Language Learning 58. 151-183.
Young, D. J. (red.). 1999. Affect in foreign language and second language learning. A practical guide to creating a low-anxiety classroom atmosphere. Boston: McGraw-Hill.
Lizenz
Copyright (c) 2009 Ewa Piechurska-Kuciel
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).