Research On The Correlation Between English Writing Anxiety And Writing Strategy Of Non-English Postgraduates

English writing strategy and writing anxiety have been the hot topics explored by teachers and linguists for a long time.Anxiety,as an important emotional factor,and writing strategy,as an important cognitive activity,play their respective roles in the process of writing.As variables affecting the process of writing,they also interact with each other.However,from the perspective of domestic and foreign studies,few studies have explored the relationship between them,especially the specific correlation between them.By combing through relevant literature,the author found that most domestic researchers take undergraduates as subjects and use Pearson correlation analysis to explore the correlation between the two in the writing process.This paper intends to conduct an in-depth discussion on this topic,and the focus is to explore the relationship between English writing strategies and writing anxiety.The innovation lies in taking non-English major postgraduates as the research subject and using multiple regression analysis to explore the correlation and interaction mechanism between the dimensions of English writing anxiety and the dimensions of writing strategy.Based on the research results of the relationship between English writing anxiety and English writing strategies at home and abroad,adopting Cheng's of foreign language writing anxiety questionnaire(2004)and English writing strategy questionnaire adapted according to foreign language writing strategy questionnaire of Petric&Czarl(2003),this paper investigates 297 non-English major graduate students in the form of online distribution.Combined with semi-structured interview,the paper is to explore the following research questions:(1)What is the current situation of English writing strategy use of non-English major postgraduates?(2)What is the current situation of English writing anxiety of non-English major postgraduates?(3)What is the correlation between English writing anxiety and writing strategy use of non-English major postgraduates?In this paper,SPSS22.0 is used to analyze the data of the two questionnaires.When exploring the predictive and explanatory power of English writing strategies for English writing anxiety,the standardized regression equation is obtained as: English writing anxiety=0.472 × social affective strategy+0.214 × compensation strategy+0.310 ×revision strategy+0.060×conception strategy+0.007×monitoring strategy-0.396×resource management strategy.When exploring the predictive and explanatory ability of English writing anxiety on English writing strategies,the standardized regression equation can be obtained as follows: score of English writing strategy =0.808×somatic anxiety-0.143×cognitive anxiety-0.083×avoidance behavior.Then the following conclusions are drawn based on the analysis of semi-structured interviews' results:(1)The use of English writing strategies of non-English major postgraduates is at a medium level;(2)The English writing anxiety of non-English major postgraduates is at the moderate level;(3)English writing strategies are moderately correlated with English writing anxiety;(4)The use of monitoring strategy and planning strategy has no effect on the change of anxiety in English writing;(5)the application of resource management strategy can reduce writing anxiety;(6)The increase of cognitive anxiety and avoidance behavior reduces the frequency of writing strategies.Whether it is to reduce writing anxiety or to improve the frequency of using English writing strategies,the purpose is to form a good relationship between writing anxiety and writing strategies.By regulating writing anxiety to promote the effective application of writing strategies,and by reducing writing anxiety through writing strategies,the fundamental purpose is to promote the improvement of writing level.Therefore,based on the research findings in this paper,the paper finds out which writing strategies should be improved or which writing anxiety should be reduced,and provides specific suggestions for the English writing teaching and learning of non-English major postgraduates.