A Correlative Study Between Students’ English Writing Anxiety And Writing Achievement In Junior Middle School

With the development of globalization,English,as one of the universal languages,has attracted more and more attention.The current English education reform pays more attention to the emotional factors of learners in the learning process,which is clearly reflected in Compulsory Education English Curriculum Standards(2017 Edition).As one of the key emotional variables,English writing anxiety has been widely concerned because of its correlation with students’ English writing achievement.However,most of the research subjects at home and abroad are college students and students in senior middle school,and there are still few researches on students in junior middle school.Therefore,based on the Humanistic Theory,Krashen’s Affective Filter Hypothesis and Tobias’ s Three-stage Model,this paper took 230 students of junior middle school in M city as the research subjects,mainly studied the current situation of students’ English writing anxiety,analyzed the correlation between it and English writing achievement,and tried to find out the causes of English writing anxiety of students in junior middle school.Based on SPSS 22.0 software,descriptive statistics analysis,correlation analysis and multiple regression analysis were conducted on the data collected from questionnaires in this paper.Then,combined with the findings of student interview,the results of this research were obtained as follows: First,English writing anxiety of junior middle school students is generally at a medium level.Among the three dimensions of English writing anxiety,somatic anxiety and cognitive anxiety are at a low level,while avoidance behavior is at a medium level.Second,there is a significant negative correlation between students’ English writing anxiety and English writing achievement in junior middle school.Among them,avoidance behavior has the most significant impact on English writing achievement.And according to the quantitative relationship between English writing achievement and English writing anxiety,it further confirms the negative correlation between English writing achievement and writing anxiety.Third,there are four main potential causes of junior middle school students’ English writing anxiety,including fear of negative evaluation,lack of writing practice,limited writing time and lack of English knowledge.According to the findings of the study,this paper puts forward some suggestions for English teachers and students in junior middle school,hoping to reduce the anxiety of English writing and improve English writing achievement with the joint efforts of both sides.At the same time,it is also hoped that this paper will provide some enlightenment for junior middle school English teaching and subsequent related research.