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Second/foreign language writing apprehension and writing identities

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dc.contributor.authorDavis, Leslie A., author
dc.contributor.authorBecker, Anthony, advisor
dc.contributor.authorGrim, Frédérique, advisor
dc.contributor.authorGrim, Frédérique, committee member
dc.contributor.authorNekrasova-Beker, Tatiana, committee member
dc.contributor.authorBecker, Anthony, committee member
dc.contributor.authorVogl, Mary, committee member
dc.date.accessioned2016-08-18T23:10:16Z
dc.date.available2018-08-17T06:30:24Z
dc.date.issued2016
dc.description.abstractFormal 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.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierDavis_colostate_0053N_13713.pdf
dc.identifier.urihttp://hdl.handle.net/10217/176678
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectsecond language acquisition
dc.subjectwriting affect
dc.subjectforeign language writing
dc.subjectwriting identity
dc.subjectsecond language writing
dc.titleSecond/foreign language writing apprehension and writing identities
dc.typeText
dcterms.embargo.expires2018-08-17
dcterms.embargo.terms2018-08-17
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.disciplineLanguages, Literatures and Cultures
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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