Secondary School Students' Reading Anxiety in a Second Language

Autor/in	Ismail, Sadiq Abdulwahed Ahmed
Titel	Secondary School Students' Reading Anxiety in a Second Language
Quelle	In: English Language Teaching, 8 (2015) 11, S.28-41 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Grammar; Vocabulary Development; Language Proficiency; Anxiety; Reading Attitudes; Secondary School Students; Focus Groups; Interviews; Questionnaires; Student Attitudes; Females; Science Instruction; Art Education; Reading Strategies; Foreign Countries; Qualitative Research; Statistical Analysis; Grade 11; United Arab Emirates + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; Angst; Reading behavior; Rading behaviour; Leseverhalten; Sekundarschüler; Interviewing; Interviewtechnik; Fragebogen; Schülerverhalten; Weibliches Geschlecht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Qualitative Forschung; Statistische Analyse; School year 11; 11. Schuljahr; Schuljahr 11; Vereinigte Arabische Emirate
Abstract	Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01