A Study On The Correlation Between Writing Strategies And Writing Anxiety Of International Students With Intermediate And Advanced Chinese Proficiency In China

Writing is an important part of Teaching Chinese as a Second Language.However,writing is difficult for students to learn and for teachers to teach.The unbalanced development of students’ listening and speaking ability and writing ability,coupled with the characteristics of Chinese characters that are difficult to recognize,remember and write,lead to Chinese learners’ fear of difficulty in writing and anxiety in writing.Many studies have proved that the use of writing strategies and writing anxiety have an impact on writing performance and writing level.At present,there are few researches on writing in the field of TCSL,and the research on the correlation between writing strategy and writing anxiety is still in a blank state,which needs to be filled urgently.In this context,it is very necessary to study the use of writing strategies,writing anxiety and the relationship between writing strategies and writing anxiety of international students,and to put forward corresponding teaching suggestions.This research is based on the affective filter hypothesis of,the process of writing theory and learning strategy theory as the instruction,with 96 international students in China as the research object,through the Chinese writing anxiety scale and Chinese writing strategy scale,and with the aid of statistical software SPSS25.0 descriptive analysis of the questionnaire data correlation analysis,independent sample t-test and Pearson r,etc.,to explore writing strategies,anxiety and their correlation of international students.In addition,some overseas students were selected from the respondents for interviews,and then the data results were further analyzed.Through the analysis of Chinese writing strategies,(1)the frequency of writing strategies used by international students is medium frequency.(2)From the perspective of writing process,while-writing strategies are the most frequently used by international students,followed by pre-writing strategies and after-writing strategies.(3)From the perspective of gender,males are more likely than females to use related words,modify punctuation marks and communicate with classmates,but there is no significant difference in overall strategy.(4)From the perspective of Chinese level,students of HSK4 are more likely than the students of HSK6 to use their native language to outline.In terms of overall writing strategies,the students of HSK5 have the highest frequency of using writing strategies,followed by the intermediate level students.The students of HSK6 have the lowest frequency of using writing strategies,but there is no significant difference.(5)From different writing attitude,two groups exist significant differences,like writing students more often use while-writing strategies,different writing attitude of the students in a number of significant differences on writing strategy,such as like writing than the students don’t like writing pay more attention to the choice of vocabulary,grammar is correct,is in line with the style,also pay more attention to rhetoric and the use of the correlative.Through the analysis of writing anxiety,(1)the writing anxiety of middle and advanced Chinese students is medium,in which the physiological anxiety is the strongest,followed by cognitive anxiety,and the avoidance behavior.(2)From the perspective of gender,the tension of women is much stronger than that of men in the time-limited writing,and there is no significant difference in the overall anxiety.(3)from the level of Chinese language,Chinese level of students is higher,the lower the writing anxiety,different level of Chinese students significant differences on some anxiety,such as associate senior level students in writing when the tension significantly lower than the advanced students,senior Chinese students are more worried about their composition difference than others.(4)There are significant differences in writing anxiety among international students with different writing attitudes.Those who dislike Chinese writing have higher levels of overall anxiety,physiological anxiety and avoidance behavior.Through the correlation analysis of writing strategy and writing anxiety,(1)there is a significant moderate negative correlation between writing strategy and writing anxiety among middle and advanced Chinese students.The higher the frequency of using writing strategy,the lower the degree of writing anxiety,and the strongest correlation between writing strategy and physiological anxiety is found.(2)There were significant differences between the high anxiety group and the low anxiety group in the use of multiple writing strategies.For example,the high anxiety group was more inclined to use the mother tongue to outline and avoid simplification than the low anxiety group,while the low anxiety group paid more attention to the consideration of words,words and sentences,and the logic and coherence of the essay.(3)The frequency of writing strategies in the low anxiety group was significantly higher than that in the high anxiety group.Finally,according to the results of the study,this paper puts forward some suggestions on writing teaching,hoping that with the help of teachers,international students can reduce writing anxiety,use writing strategies correctly,and improve their writing ability.