The Effects Of Second Language Writing Apprehension On L2 Writing Performance

Insightful studies on L2 writing apprehension can help us better understand how this commonly existing emotional constraint affects L2 writing. Research on this issue has taken three directions. The first correlates writing apprehension with writing competence, performance, or proficiency. The second investigates the complex interactions among writing apprehension and other learner variables, such as self-efficacy and intelligence. The third deals with the effects of writing apprehension on language learners, including their career choices and academic decisions. L1 use, a newly introduced alternative for L1 transfer, is another well acknowledged and widely studied issue in L2 writing. Such studies have demonstrated two patterns: the static research on the positive or negative role of L1 in L2 writing from the result approach on the one hand, and the dynamic investigations into the specific functions of L1 in L2 writing process from a process perspective on the other.Combining the product and process approaches, the present study looks into the issue of L2 writing apprehension and L1 use in L2 writing. The study uses the "think-aloud" protocol and retrospective interview to record the dynamic inner thoughts of 15 highly apprehensive writers and another 15 lowly apprehensive writers in a timed picture-writing task in English. Careful computation and calculation produce statistic results of writing length, writing scores in holistic scoring, writing scores in content, structure, and language, the amount of L1 use in L2 composing process, and the ratio of L1 amount for each function to the L1 amount for the total five functions. Quantitative correlational analysis has been carried out to determine the relation between L2 writing apprehension and L2 writing performance, L2 writing apprehension and the amount of L1 use in L2 composing process. Based on the results of the empirical investigation, further discussions are offered with reference to related theories and rationales.Findings of the study show a negative correlation between L2 writing apprehension and L2 writing performance, a positive correlation between L2 writing apprehension and the amount of L1 use in L2 composing process, revealing the dynamic influence of L2 writing apprehension on the five L1 functions in L2 composing process. These findings are scrutinized in light of the Cognitive Interference Theory, the Common Underlying Cognitive/Academic Proficiency Theory, and the Apprehension Development and Maintenance Theory. Better insights have been obtained into the issue of L2 writingapprehension in the present study by introducing a new research direction, i.e., linking the relatively independent research issues of L2 writing apprehension and LI use in L2 composing process. The dynamic process approach that is adopted in the study truthfully reflects the dynamic interaction between L2 writing apprehension and LI use in L2 writing process. The study has also shed light on the pedagogical field of L2 writing instruction by proposing some effective L2 writing apprehension reduction strategies.