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Language Anxiety: Differentiating Writing and Speaking Components
Author(s) -
Cheng Yuhshow,
Horwitz Elaine K.,
Schallert Diane L.
Publication year - 1999
Publication title -
language learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.882
H-Index - 103
eISSN - 1467-9922
pISSN - 0023-8333
DOI - 10.1111/0023-8333.00095
Subject(s) - psychology , anxiety , operationalization , second language writing , communication apprehension , language assessment , second language attrition , linguistics , test anxiety , second language acquisition , comprehension approach , foreign language , foreign language anxiety , developmental psychology , cognitive psychology , language education , second language , mathematics education , philosophy , epistemology , psychiatry
This study investigated the links between second language classroom anxiety and second language writing anxiety as well as their associations with second language speaking and writing achievement. The results indicate that second language classroom anxiety, operationalized by Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale, and second language writing anxiety, measured by a modified second language version of Daly and Miller's Writing Apprehension Test, are two related but independent constructs. The findings suggest that second language classroom anxiety is a more general type of anxietyabout learning a second language with a strong speaking anxiety element, whereas second language writing anxiety is a language‐skill‐specific anxiety. Nevertheless, low self‐confidence seems to be an important component of both anxiety constructs.