Les effets d’une posture plurilingue de l’écriture collaborative sur l’expérience émotionnelle d’apprenantes créolophones et la qualité de leurs productions écrites
- 1 April 2022
- journal article
- research article
- Published by University of Toronto Press Inc. (UTPress) in The Canadian Modern Language Review / La revue canadienne des langues vivantes
- Vol. 78 (2), 129-150
- https://doi.org/10.3138/cmlr-2021-0019
Abstract
The purpose of this research was to determine, first, how a plurilingual or monolingual posture adopted during a collaborative writing task influences the emotional experience of Creole learners of French as a second language (FL2), and second, how this emotional experience interacts with the quality of the written production. To this end, 39 FL2 Creole-speaking learners collaboratively wrote texts under two experimental conditions: one imposing the exclusive use of FL2 during the collaborative activity and the other allowing free choice as to the languages to be used. After each task, participants individually answered a self-evaluation questionnaire to measure their emotional state while doing the task. In order to establish a relationship between the emotions experienced by the learners and their writing performance, the texts from both conditions were evaluated using an analytical rubric. The results showed that the participants experienced more positive emotions when they were free to use all their linguistic resources, including their native language (L1). Thus, their emotional experience was significantly more positive in the condition without linguistic constraints. While having access to L1 use contributed to a more positive learning climate, obligatory second language (L2) use was primarily associated with tension and anxiety. Also, participants who experienced positive emotions, regardless of the task, wrote better texts and scored highest on overall quality.Keywords
This publication has 64 references indexed in Scilit:
- Pair versus individual writing: Effects on fluency, complexity and accuracyLanguage Testing, 2009
- What's the Problem? L2 Learners' Use of the L1 During Consciousness‐Raising, Form‐Focused TasksThe Modern Language Journal, 2008
- Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional ProcessThe Modern Language Journal, 2007
- Anxiety and Speaking English as a Second LanguageRELC Journal, 2006
- INTRODUCTIONStudies in Second Language Acquisition, 2006
- Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire StudyThe Modern Language Journal, 2003
- The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.American Psychologist, 2001
- Motivation in second and foreign language learningLanguage Teaching, 1998
- The Effect of Induced Anxiety on the Denotative and Interpretive Content of Second Language SpeechTESOL Quarterly, 1986
- AVOIDANCE BEHAVIOR IN ADULT SECOND LANGUAGE ACQUISITION1Language Learning, 1977