Anxiety and Academic Reading Performance among Malay ESL Learners
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of linguistics knowledge, ESL students` reading performance is sometimes said to be influenced by anxiety. L2 reading research has indicated that anxiety is among one of the important factors in explaining individual differences in reading. Studies have shown that anxiety can hinder comprehension by interfering with the readers` cognitive systems which are responsible for processing the information in the reading texts. It appears that anxious readers are most likely to experience interference with their cognitive ability resulting in deficits in their comprehension performance. Hence, anxiety is seen to play a role in influencing comprehension performance among the ESL learners. This paper presents findings based on a study which investigated the relationship between reading anxiety and comprehension performance of academic texts among ESL Malay students. The findings show that the anxiety influenced the subjects` reading performance significantly.
Abstract
Research into the factors that contribute to reading performance decrement in L2 reading among ESL university students is still being extensively researched in the context of ELT. This is because successful academic performance is highly dependent on good reading ability. While it is widely accepted that poor reading performance is due to lack of linguistics knowledge, ESL students` reading performance is sometimes said to be influenced by anxiety. L2 reading research has indicated that anxiety is among one of the important factors in explaining individual differences in reading. Studies have shown that anxiety can hinder comprehension by interfering with the readers` cognitive systems which are responsible for processing the information in the reading texts. It appears that anxious readers are most likely to experience interference with their cognitive ability resulting in deficits in their comprehension performance. Hence, anxiety is seen to play a role in influencing comprehension performance among the ESL learners. This paper presents findings based on a study which investigated the relationship between reading anxiety and comprehension performance of academic texts among ESL Malay students. The findings show that the anxiety influenced the subjects` reading performance significantly.
참고문헌 (43)
- Aida, Y., "Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese", The Modern Language Journal, 78(2), pp.155~167 (1994)
- Bell, L. C., "Reading skill : Some adult comparisons", Journal of Educational Psychology, 86(2), pp.244~255 (1994)
- Bernhardt. E. B., "Reading development in a second language: Theoretical, empirical, and classroom perspective" (1991), Ablex Publishing Corporation
- Carell, P. L., "Interactive approach to second language reading" (1998), Cambridge University Press
- Carpenter, P. A., "Language comprehension : Sentence and discourse processing", Annual Review of Psychology, 46, pp.91~120 (1995)
- Chastain, K., "Affective and ability factors in second-language acquisition", Language Learning, 25, pp.153~161 (1975)
- Cohen, L., "Research method in education" (2000), Routledge Falmer
- Cohen, Y., "Fear, dependence and loss of self-esteem : Affentive barriers in second language learning among adults", RELC, 20(2), pp.61~77 (1989)
- Downing, J., "Psychology of reading" (1982), MacMillan Publishing Corporation, Inc
- Eskey, D. E., "A model of program for teaching advanced reading to students of English as a foreign language", Language Learning, 23, pp.169~184 (1973)
- Eynseck, M. W., "Anxiety, learning and memory : A reconceptualisation", Journal of Research in Personality, 13, pp.363~385 (1979)
- Eynseck, M. W., "Anxiety and cognitive-task performance", Journal of Personality and Individual Difference, 6(5), pp.579~586 (1985)
- Eysenck, M. W., "Anxiety and performance : The processing efficiency theory", Cognition and Emotion, 6(6), pp.409~434 (1992)
- Grabe, W., "Teaching and researching reading" (2003), Longman
- Haberlandt, K. F., "Component processes in text comprehension and some of their interactions", Journal of Experimental Psychology : General, 114(3), pp.357~374 (1985)
- Horwitz, E. K., "Language anxiety and achievement", Annual Review of Applied Linguistics, 21, pp.112~126 (2001)
- Horwitz, E. K., "Foreign language classroom anxiety", The Modern Language Journal, 70, pp.125~132 (1986)
- Johnson, R., "Recall of prose as a function of the structural importance of the linguistic units", Journal of Verbal Learning and Verbal Behaviour, 9, pp.12~20 (1970)
- Just, M. A., "A capacity theory of comprehension : Individual differences in working memory", Psychological Review, 99(1), pp.122~149 (1992)
- MacIntyre, P. D., "How does anxiety affect second language learning? A reply to Spark and Ganschow", The Modern Language Journal, 79, pp.90~99 (1995)
- MacIntyre, P. D., "Anxiety and second language learning : Toward a theoretical clarification", Language Learning, 39, pp.251~275 (1989)
- MacIntyre, P. D., "Methods and results in the study of anxiety and language learning : A review of the literature", Language learning, 41(1), pp.85~117 (1991)
- MacIntyre, P. D., "Language anxiety : Its relationship to other anxieties to and to processing in nature and second language", Language Learning, 41(4), pp.513~534 (1991)
- MacIntyre, P. D., "The subtle effects of language anxiety on cognitive processing in the second language", Language Learning, 44(2), pp.283~305 (1994)
- Matsuda, S., "Quiet apprehension : Reading and classroom anxieties", JALT Journal, 23(2), pp.227~247 (2001)
- Nassaji, H., "Schema theory and knowledge based processes in second language reading comprehension : A need for alternative perspective", Language Learning, 52(2), pp.439~481 (2002)
- Oh, J., "On the relationship between anxiety and reading in English as a foreign language among Korean university students in Korea", Doctoral, pp.1990
- Phillips, E. M., "The effects of language anxiety and attitudes", The Modern Language Journal, 76(1), pp.14~25 (1992)
- Rodriquez, M., "The stability of general foreign language classroom anxiety across English and French", The Modern Language Journal, 87(iii), pp.365~374 (2003)
- Saito, Y., "Foreign language reading anxiety", The Modern Language Journal, 83(3), pp.202~218 (1999)
- Sarason, I. G., "Stress and anxiety Volume 1", pp.165~187 (1975), Hemisphere Publishing Corporation
- Sarason, I. G., "Anxiety, self-preoccupation and attention", Anxiety Research, 1, pp.3~7 (1988)
- Sarason, I. G., "Cognitive interference: Theories, methods and findings", pp.139~155 (1996), Lawrence Erlbaum Associates
- Sarason, I. G, "Cognitive interference : Situational determinants and traitlike characteristics", Journal of Personality and Social Psychology, 51, pp.215~226 (1986)
- Schumann, J. H., "Where is cognition? Emotion and cognition in second language acquisition", Studies in Second Language, 16, pp.231~242 (1987)
- Scovel, T., "The effects of affect on foreign language learning : A review of anxiety research", Language Learning, 28, pp.129~142 (1978)
- Sellers, V., "Anxiety and reading comprehension in Spanish as a foreign language", Foreign Language Annals, 33, pp.572~521 (2000)
- Stevick, E. W., "Affect in language learning", pp.43~57 (1999), Cambridge University Press
- Tobias, S., "Anxiety research in Educational Psychology", Journal of Educational Psychology, 71(5), pp.573~582 (1979)
- Thang, S. M., "Induced content schemata Vs Induced Linguistic schema-which is more beneficial for Malaysian ESL readers?", RELC, 28(2), pp.107~115 (1997)
- Young, D. J, "The relationship between anxiety and Foreign Language oral proficiency ratings", Foreign Language Annals, 19(5), pp.439~445 (1986)
- Young, D. J., "Creating a low anxiety classroom environment: What does anxiety research suggest?", The Modern Language Journal, 75(4), pp.426~437 (1991)
- Young, D. J., "Language anxiety from the foreign language specialists’ perspective : Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin", Foreign Language Annals, 25(2), pp.157~172 (1992)