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Anxiety in Spanish EFL University Lessons: Causes, Responsibility Attribution and Coping

100%

Arnaiz P. , Pérez-Luzardo J.

Studia Anglica Posnaniensia

2014

tom 49

nr 1

57-76

Few studies have focused on the anxiety experienced by learners of English as a foreign language in the context of Spanish universities. This study reports on the findings of an investigation into the sources of 216 Spanish university students’ anxiety and incorporates two underexplored aspects in this area, namely, the responsibility students attribute to different agents and the perception students have of their own ability to cope during an anxiety episode. A qualitative/quantitative design was used. Results indicated that the primary source of anxiety related to the speaking skill. Quantitative analyses revealed that learners place the main responsibility for their anxiety on themselves and that women hold themselves responsible for their anxiety to a greater degree than men. The perceived coping ability of men and women was ranked below ‘fair’. Theoretical and practical implications are discussed.

Le texte littéraire : de la formation linguistique à l’expression de soi en passant par l’émerveillement

72%

Puchovská Z.

nr 59/1

125-141

This article focuses on the use of literary text in a university context, within a curriculum that prepares future translators and interpreters. The author proposes to reflect on the role of language-dominant literary reading where the literary text can be approached as a linguistic object, an object of wonder and of self-expression. The first two roles are demonstrated in chapter 17 of the novel L’embrasure (2010) by the French-Swiss author D. Loup. The last role, self-expression, is the subject of the analysis of two collections of texts Et, si on faisait un livre ... (2019) and Amoureux des mots (2020), a joint writing project by the author and her students.