A Study Of Correlations Between Writing Anxiety And Writing Strategies In Senior High School

In the field of second language acquisition,two unilateral researches on writing anxiety and writing strategies have been fruitful,but little research has been done on the correlation between writing anxiety and writing strategies.Most of the research subjects are college students,while high school students are rarely researched.The purpose of this thesis was to investigate the correlation between writing anxiety and writing strategy of Jihua No.1 Senior High School students.The designed questions are as followed: 1.What is the overall situation of English writing anxiety and writing strategies of Jihua No.1 Senior High School students? 2.What is the relevance between English writing anxiety and writing strategies of Jihua No.1 Senior High School students? 3.What are the differences in using writing strategies among high school students with different levels of anxiety? 4.What is the relationship of English writing anxiety and writing strategies among senior high school students in different grades?In this study,200 high school students from Jihua No.1 Senior High School is the research subject.Questionnaire and interviews are employed to collect data,which are analyzed by the tool of SPSS with descriptive statistics,Pearson co-relational coefficient and T-test.The findings of the study are listed as followed 1)In the process of writing,senior high school students have a moderate degree of writing anxiety.Cognitive anxiety is at a comparatively high frequency level.The frequency of using writing strategies is in the middle level,while the highest frequency of writing strategy is while-writing strategy,and the planning strategy and the revision strategy is at low level.2)There is a significant negative correlation between English writing anxiety and writing strategies.Also,the English writing anxiety has a significant negative correlation with pre-writing strategy,while-writing strategy,and revising strategy,among which the correlation with while-writing strategy is the highest.3)There is a significant difference between the high anxiety group and low anxiety group while using of pre-writing strategy,and low anxiety group uses more writing strategies than the low anxiety group.4)Compared with Grade Two students and Grade Three students,Grade One students,they are easier to be affected by their using of writing strategy.By analyzing the research result from the survey and the interview,the author summarizes two implications.First,the student's anxiety should be reduced;second,teachers should train student's writing strategies.