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Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety. / Trebits, Anna.
In: Applied Linguistics, Vol. 37, No. 2, 01.04.2016, p. 155-174.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Trebits, A 2016, 'Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety', Applied Linguistics, vol. 37, no. 2, pp. 155-174. https://doi.org/10.1093/applin/amu006

APA

Trebits, A. (2016). Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety. Applied Linguistics, 37(2), 155-174. https://doi.org/10.1093/applin/amu006

Vancouver

Trebits A. Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety. Applied Linguistics. 2016 Apr 1;37(2):155-174. doi: 10.1093/applin/amu006

Bibtex

@article{c327979aef25460c995990b817c6838b,
title = "Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety",
abstract = "The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of anxiety was assessed using the IPOA scale (MacIntyre and Gardner 1994). The results demonstrate that spoken and written modalities are influenced differently by anxiety with the impact of output anxiety being significantly stronger in speech than in writing. Another important finding was that input and processing anxiety had both facilitating and debilitating effects on learners' L2 output. As regards the effect of task complexity on participants' narratives, the findings suggest that the different stages of language production need to be taken into account when categorizing tasks on the basis of the cognitive load they impose on learners.",
keywords = "Language Studies",
author = "Anna Trebits",
year = "2016",
month = apr,
day = "1",
doi = "10.1093/applin/amu006",
language = "English",
volume = "37",
pages = "155--174",
journal = "Applied Linguistics",
issn = "0142-6001",
publisher = "Oxford University Press",
number = "2",

}

RIS

TY - JOUR

T1 - Sources of Individual Differences in L2 Narrative Production

T2 - The Contribution of Input, Processing, and Output Anxiety

AU - Trebits, Anna

PY - 2016/4/1

Y1 - 2016/4/1

N2 - The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of anxiety was assessed using the IPOA scale (MacIntyre and Gardner 1994). The results demonstrate that spoken and written modalities are influenced differently by anxiety with the impact of output anxiety being significantly stronger in speech than in writing. Another important finding was that input and processing anxiety had both facilitating and debilitating effects on learners' L2 output. As regards the effect of task complexity on participants' narratives, the findings suggest that the different stages of language production need to be taken into account when categorizing tasks on the basis of the cognitive load they impose on learners.

AB - The aim of this study was to investigate the effects of cognitive task complexity and individual differences in input, processing, and output anxiety (IPOA) on L2 narrative production. The participants were enrolled in a bilingual secondary educational program. They performed two narrative tasks in speech and writing. The participants' level of anxiety was assessed using the IPOA scale (MacIntyre and Gardner 1994). The results demonstrate that spoken and written modalities are influenced differently by anxiety with the impact of output anxiety being significantly stronger in speech than in writing. Another important finding was that input and processing anxiety had both facilitating and debilitating effects on learners' L2 output. As regards the effect of task complexity on participants' narratives, the findings suggest that the different stages of language production need to be taken into account when categorizing tasks on the basis of the cognitive load they impose on learners.

KW - Language Studies

UR - http://www.scopus.com/inward/record.url?scp=84987875507&partnerID=8YFLogxK

U2 - 10.1093/applin/amu006

DO - 10.1093/applin/amu006

M3 - Journal articles

VL - 37

SP - 155

EP - 174

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 2

ER -

Other publications by the same author(s)

Conjunctive cohesion in English language EU documents - A corpus-based analysis and its implications

Trebits, A., 07.2009, In: English for Specific Purposes. 28, 3, p. 199-210 12 p.

Research output: Journal contributions › Journal articles › Research

EU English: Using English in EU Contexts with English EU Terminology

Trebits, A., 2010, Stuttgart: Ernst Klett. 222 p.

Research output: Books and anthologies › Compendium/lecture notes › Education

The most frequent phrasal verbs in English language EU documents - A corpus-based analysis and its implications

Trebits, A., 09.2009, In: System. 37, 3, p. 470-481 12 p.

Research output: Journal contributions › Journal articles › Research › peer-review

The role of task complexity, modality and aptitude in narrative task performance

Trebits, A. & Kormos, J., 06.2012, In: Language Learning - a journal of research in language studies. 62, 2, p. 439-472 34 p.

Research output: Journal contributions › Journal articles › Education

Working memory capacity and narrative task performance

Trebits, A., 2011, Second Language Task Complexity Researching the Cognition Hypothesis of language learning and performance: Researching the Cognition Hypothesis of language learning and performance. Robinson, P. (ed.). Amsterdam: John Benjamins Publishing Company, p. 267-285 19 p. (Task-Based Language Teaching; vol. 2).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

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