A Study On The Influence Of CLIL Teaching Mode On High School Students' English Writing Anxiety

Content Language Integrated Learning(CLIL)was an important educational strategy in the1990 s in the European Union.This model advocates that “language is learned in the process of content learning,and content is learned in the process of language learning”.By using language learning and subject knowledge learning as contexts for each other,language learning and content learning can be doubly focused.This is a new breakthrough in the reform of the current mode of teaching reading in junior English classrooms.Based on CLIL and second language acquisition theories,this study investigates the effectiveness of the CLIL teaching model on high school students’ English writing anxiety through a CLIL teaching experiment.The study aims to answer the following questions:(1)What is the effect of the CLIL teaching model on high school students’ English writing anxiety?(2)Are there any differences in the effects of the CLIL model on the English writing anxiety of high school students at different levels? If so,what are the differences?(3)What are the attitudes of high school students towards the teaching of English writing based on the CLIL teaching model? The study used the writing module in each unit of the PEP(2019)as the thematic support,and two parallel classes in the senior class as the control class and the experimental class.Students in the experimental group are divided into three groups(high,middle and low),according to their English performance in the Chinese examination.After 8 weeks of experimental teaching,the post-test values of the experimental and control groups,and the pre-and post-test values of students of different levels in the experimental group are compared and analyzed,and the students’ attitude interviews were also analyzed.The results show that(1)the CLIL teaching model had a mitigating effect on high school students’ foreign language writing anxiety,in which classroom teaching anxiety and conceiving anxiety had the most significant alleviating effect,followed by avoidance behavior,and finally,lack of confidence.(2)The CLIL teaching model had a significant effect on writing anxiety for students of different learning levels.Specifically,the most significant effect on writing anxiety relief was found for intermediate level students,followed by low level students,and then high level students.(3)High school students had positive attitudes towards the CLIL teaching model,but students at different learning levels had different attitudes towards anxiety relief.Based on this study,teachers can appropriately adopt the CLIL teaching model to alleviate students’ anxiety in writing;at the same time,they need to pay attention to individual differences and focus on teaching according to the students’ needs.This study applies the CLIL teaching model to foreign language writing classrooms,verifies the effectiveness of the new teaching method in relieving writing anxiety,and further explored the relationship between the teaching mode and anxiety in accordance with the development trend,and hopes to provide references for research on CLIL teaching and foreign language anxiety.