Anxiety of writing and developing writing skills on French lessons as the second foreign language
More details
Hide details
Uniwersytet Śląski
Publication date: 2020-01-31
Corresponding author
Ewa Półtorak   

Ewa Półtorak, Wydział Filologiczny Uniwersytetu Śląskiego, ul. Grota Roweckiego 5, 41-208 Sosnowiec
Rozprawy Społeczne/Social Dissertations 2019;13(3):112-126
In this article, a reflection on one of the often occurring difficulties in learning foreign languages, which is the fear of writing, will be proposed. The author presents a given research problem in the context of the process of teaching-learning French as the second foreign language by adults. In order to collect the research corps, a Polish-language version of the questionnaire regarding anxiety of writing by Cheng (2004) - Second Language Writing Anxiety Inventory (SLWAI) will be applied further to the analysis of personal opinions of research participants of the issues taken up.
Aslim-Yetis, V. (2017). Sources of Writing Anxiety: A study on French Language Teaching Students. International Education Studies, 10(6), 72-86.
Arnold, J. (2006). Comment les facteurs affectifs influencent-ils l’apprentissage d’une langue étrangère? Revue de didactologie des langues-cultures et de lexiculturologie, 144, 407-425.
Cheng, Y.S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. Lęk przed pisaniem.../Anxiety of writingl...
Cheng, Y.S. (2002). Factors Associated with Foreign Language Writing Anxiety. Foreign Language Annals,35(5), 647-656.
Cheng, Y.S., Horwitz E. K., Schallert, D. L. (1999). Language Anxiety: Differentiating Writing and Speaking Components. Language Learning, 49(3), 417-446.
Horwitz, E. K., Horwitz, M. B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132.
Leki, I. (1999). Techniques for reducing second language writing anxiety. W: D.J. Young (red.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (64-88). Boston: McGraw-Hill.
Madigan, R., Linton, P., Jonhson, S. (1996). The paradox of writing apprehension. W: L. W. Gregg, E. R.Sternberg (red.), Cognitive processes in writing (295-307). Hillsdale: Lawrence Erlbaum.
Piechurska-Kuciel, E. (2011). Trudności w rozwijaniu sprawności interakcyjnych – rola lęku językowego.W: H. Komorowska (red.), Nauka języka obcego w perspektywie ucznia (239-258). Warszawa: Oficyna Wydawnicza Łośgraf.
Saito, Y., Garza, T. J., Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83(2), 202-218.
Sellers, V. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-520.
Studenska, A. (2005). Strategie uczenia się, a opanowanie języka niemacierzystego. Warszawa: Wydawnictwo Akademickie „Żak”.
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67-80.
Wysocka, M. (1989). Rozwój umiejętności mówienia i pisania w języku angielskim. Katowice: Uniwersytet Śląski.
Young, D. J. (1991). Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4), 426-439.
Journals System - logo
Scroll to top