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Second/foreign language writing apprehension and writing identities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Second/foreign language writing apprehension and writing identities./
Author:	Davis, Leslie A.
Description:	1 online resource (111 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-01.
Contained By:	Masters Abstracts International56-01(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9781369049237

Second/foreign language writing apprehension and writing identities.
Davis, Leslie A.

Second/foreign language writing apprehension and writing identities. - 1 online resource (111 pages)

Source: Masters Abstracts International, Volume: 56-01.

Thesis (M.A.)--Colorado State University, 2016.

Includes bibliographical references

Formal academic writing tasks can produce high levels of anxiety or apprehension in students regardless of whether that writing is carried out in their native language or in a second or foreign language. The Colorado State University Writing Center sees 50% of its consultations coming from non-native English students (The Writing Center, n.d.), meaning that this population is over-represented compared to the university as a whole. This over-representation is largely self-motivated because students visit the Writing Center on their own. Given this over-representation, it is necessary to understand why this population of students might be more concerned than others with their academic writing. While much research has focused on the types of anxiety that language students may experience, the possible sources of that anxiety have not been widely discussed. Possible causes include fear of negative evaluation and fear of making mistakes, but the role of the academic discourse community and its influence on writing identities have not yet been explored. This thesis examines writing in a foreign or second language and the possible sources of second language writing apprehension, including students' writing identity and the academic discourse community. Through surveys and individual interviews with students, this study looks at the possible influences on student affect which can in turn impede student progress, such as anxiety, self-doubt, or perceived competence. The study determined that while there is not a strong relationship between writing apprehension and a student's willingness to claim a writing identity, there is a difference between how second and foreign language students experience second language writing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369049237Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Second/foreign language writing apprehension and writing identities.
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500 $a Source: Masters Abstracts International, Volume: 56-01.
500 $a Advisers: Frederique Grim; Anthony Becker.
502 $a Thesis (M.A.)--Colorado State University, 2016.
504 $a Includes bibliographical references
520 $a Formal academic writing tasks can produce high levels of anxiety or apprehension in students regardless of whether that writing is carried out in their native language or in a second or foreign language. The Colorado State University Writing Center sees 50% of its consultations coming from non-native English students (The Writing Center, n.d.), meaning that this population is over-represented compared to the university as a whole. This over-representation is largely self-motivated because students visit the Writing Center on their own. Given this over-representation, it is necessary to understand why this population of students might be more concerned than others with their academic writing. While much research has focused on the types of anxiety that language students may experience, the possible sources of that anxiety have not been widely discussed. Possible causes include fear of negative evaluation and fear of making mistakes, but the role of the academic discourse community and its influence on writing identities have not yet been explored. This thesis examines writing in a foreign or second language and the possible sources of second language writing apprehension, including students' writing identity and the academic discourse community. Through surveys and individual interviews with students, this study looks at the possible influences on student affect which can in turn impede student progress, such as anxiety, self-doubt, or perceived competence. The study determined that while there is not a strong relationship between writing apprehension and a student's willingness to claim a writing identity, there is a difference between how second and foreign language students experience second language writing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Foreign language education. $3 1148430
650 4 $a Rhetoric. $3 567738
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