TEACHING EXPERIENCE AND ITS ROLE IN FOREIGN LANGUAGE TEACHERS’ ANXIETY
Małgorzata Jedynak
Instytut Filologii Angielskiej Uniwersytet WrocławskiAbstract
Twelve teachers of English representing three groups of different seniority: pre-service, freshmen and senior responded to the anxiety questionnaire to establish the relationship between the anxiety level and their teaching experience. The senior group is reported to have experienced less anxiety than other teachers. Some influential factors which determine a level of this specific anxiety were identified, for example expectations towards their work, autonomy in taking deci- sions, interactions with authorities, superiors and students. Finally, the article discusses practical ways of coping with teacher anxiety in a classroom.
Schlagworte:
teacher anxiety, teaching experience, autonomy, classroom interactionsLiteraturhinweise
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Ely, C. (1986). An Analysis of Discomfort, Risk-taking, Sociability and Motivation in the L2 Classroom. Language Learning 36, 1-25.
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Gardner, R., Smythe, P. (1975). Second Language Acquisition: A Social Psychological Approach, Research Bulletin No. 332. Department of Psychology, University of Western Ontario.
Gruszczynska, E. (2005). Stres w pracy nauczyciela. Psychologia w Szkole 1, 131-136.
Horwitz, E., Cope, J. (1989). Foreign Language Classroom Anxiety. Modern Language Journal 70, 125-132. In: Ellis, R. (1994).
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Janowski, A. (2004). Pedagogika praktyczna. Warszawa, Fraszka Edukacyjna.
Lindgren, H.C. (1980). Educational Psychology in the Classroom. Oxford, Oxford University Press.
MacIntyre, P., Gardner, R. (1991). An Instrumental Motivational in Language Study: Who Says It Isn’t Effective? Studies in Second Language Acquisition 13, 57-72.
Oxford, R. (1992). Language Learning Strategies. New York, Newbury Mouse Publisher.
Rachman, S. (2005). Zaburzenia lękowe. Sopot, Gdańskie Wydawnictwo Psychologiczne.
Rivers, W.N. (1972). Teaching Foreign Language Skills. Chicago, The University of Chicago Press.
Scovel, T. (1978). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research. Language Learning 28, 129-142.
Spielberger, C. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto/Calif., Consulting Psychologists Press.
Spolsky, B. (1989). Conditions for Second Language Learning. Oxford, Oxford University Press.
Szempruh, J. (2001). Nauczyciel w zmieniającej się szkole. Rzeszów, Wydawnictwo Oświatowe Fosze.
Tucholska, S. (1996). Stres w zawodzie nauczyciela. Psychologia Wychowawcza 5, 408-417.
Alpert, R., Haber, R. (1960). Anxiety in Academic Achievement Situations. Journal of Abnormal and Social Psychology 61, 207-215.
Arnold, J. (1999). Affect in Language Learning. Cambridge, Cambridge University Press.
Banach, C. (1997). Polska szkoła i system edukacji. Toruń, Wydawnictwo Adam Marszałek. Blount, N.S., Klausmeier, H.J. (1968). Teaching in the Secondary School. New York, Harper and Row Publishers Inc.
Brown, H.D. (1987). Principles of Language Learning and Teaching. New York, Prentice Hall Regents.
Chodkiewicz, J. (2006). Tożsamość młodzieży w perspektywie globalnego świata. Poznań, Wydawnictwo Naukowe UAM.
Ely, C. (1986). An Analysis of Discomfort, Risk-taking, Sociability and Motivation in the L2 Classroom. Language Learning 36, 1-25.
Ellis, R. (1990). Instructed Second Language Acquisition. Oxford, Oxford University Press.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford, Oxford University Press.
Gardner, R., Smythe, P. (1975). Second Language Acquisition: A Social Psychological Approach, Research Bulletin No. 332. Department of Psychology, University of Western Ontario.
Gruszczynska, E. (2005). Stres w pracy nauczyciela. Psychologia w Szkole 1, 131-136.
Horwitz, E., Cope, J. (1989). Foreign Language Classroom Anxiety. Modern Language Journal 70, 125-132. In: Ellis, R. (1994).
Horwitz, E., Young, D. (1991) Language Learning Anxiety: From Theory and Research to Classroom Implications. Englewoods Cliffs, New York, Prentice Hall. In: Ellis, R. (1994).
Janowski, A. (2004). Pedagogika praktyczna. Warszawa, Fraszka Edukacyjna.
Lindgren, H.C. (1980). Educational Psychology in the Classroom. Oxford, Oxford University Press.
MacIntyre, P., Gardner, R. (1991). An Instrumental Motivational in Language Study: Who Says It Isn’t Effective? Studies in Second Language Acquisition 13, 57-72.
Oxford, R. (1992). Language Learning Strategies. New York, Newbury Mouse Publisher.
Rachman, S. (2005). Zaburzenia lękowe. Sopot, Gdańskie Wydawnictwo Psychologiczne.
Rivers, W.N. (1972). Teaching Foreign Language Skills. Chicago, The University of Chicago Press.
Scovel, T. (1978). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research. Language Learning 28, 129-142.
Spielberger, C. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto/Calif., Consulting Psychologists Press.
Spolsky, B. (1989). Conditions for Second Language Learning. Oxford, Oxford University Press.
Szempruh, J. (2001). Nauczyciel w zmieniającej się szkole. Rzeszów, Wydawnictwo Oświatowe Fosze.
Tucholska, S. (1996). Stres w zawodzie nauczyciela. Psychologia Wychowawcza 5, 408-417.
Jedynak, M. (2011). TEACHING EXPERIENCE AND ITS ROLE IN FOREIGN LANGUAGE TEACHERS’ ANXIETY. Acta Neophilologica, 1(XIII), 59–72. Abgerufen von https://czasopisma.uwm.edu.pl/index.php/an/article/view/1067
Małgorzata Jedynak
Instytut Filologii Angielskiej Uniwersytet Wrocławski
Instytut Filologii Angielskiej Uniwersytet Wrocławski
