| Affective factors are important variables that influence foreign language learning.General Senior High School Curriculum Standards(2017 Edition 2020 Revision)attaches great importance to students’ emotional experience in English learning.Anxiety is considered to be the main affective factor which affects the effectiveness of leaners’ language learning(Ellis,1994).Writing can reflect learners’ comprehensive application ability of language knowledge and English proficiency.Thus,the influence of writing anxiety on writing cannot be ignored.However,through analyzing the previous documents in this field,it can be seen that previous researchers have not reached a consistent conclusion about the correlation between writing anxiety and writing achievement.Besides,previous studies mainly concentrate on college students while rarely on senior high school students.Therefore,based on Krashen’s Affective Filter Hypothesis and Humanistic Psychology,115 students from a senior high school in Xi’an are taken as research participants,aiming at investigating the correlation between English writing anxiety and writing achievement in senior high school.Research questions are as follows:(1)What is the degree of writing anxiety of senior high school students in terms of classroom teaching anxiety,conceiving anxiety,avoidance behavior and lack of confidence?(2)What is the correlation between English writing anxiety and writing achievement of senior high school students?(3)What are the reasons of senior high school students’ English writing anxiety?Through questionnaires,English writing test and interviews,the data are obtained and analyzed later by SPSS 26.0.The results are presented in the followings.(1)Senior high school students have moderate-level English writing anxiety.They have a high level on avoidance behavior and a moderate degree on classroom teaching anxiety,conceiving anxiety and lack of confidence.(2)There is a significantly negative relationship between English writing anxiety and writing achievement,in other words,the more students’ writing anxiety,the worse their writing achievement and vice versa.(3)Lack of English proficiency,unfamiliar writing topics,fear of negative feedback and evaluations and unreasonable arrangement of writing teaching are the main causes of students’ English writing anxiety.Through analyzing the research results,several recommendations are made in the hope of improving teachers’ teaching and students’ learning.It is hoped that this research can make some contribution to alleviate students’ writing anxiety in their English learning. |
