Study On The Effect Of Continuation Writing On English Writing Anxiety Among High School Students

In 2012,Professor Wang Chuming proposed a new way of writing: Continuation Writing.When continuation writing,the students should first read a work without a conclusion.According to the understanding of the original text,the students should creatively copy and use it according to the original text,so as to complete the continuation of the whole article.Continuation Writing has been proved to be a way of writing to promote learning,so most researchers are exploring the effect of this writing method on promoting English writing,while ignoring the impact of continuation writing on learners’ writing anxiety.Emotions are the key to influencing students’ academic performance.In 1982,American linguist founded the Affective Filtering Hypothesis,pointing out that emotions play an important role in foreign language acquisition,while anxiety is the main component of emotions.Therefore,on this basis,this thesis will further expand the new writing method of Continuation Writing,and further explore its impact on high school students’ English writing anxiety.The research questions of this thesis are: what is the effect of continuation writing on the English writing anxiety of high school students and whether continuation writing can significantly reduce the English writing anxiety of high school students.This thesis uses the theory of "input hypothesis","output hypothesis theory" and "synergistic effect theory" to discuss the influence of "writing anxiety" in high school students’ English writing learning.Based on this,this study selected a high school in Daqing city for a total of 16 weeks of teaching experiment,with 108 students in two parallel classes of 2021 as the experiment object,and arbitrarily selected one of the classes as the experimental class and the other as the control class.In this study,the experimental class implements the teaching method of " Continuation Writing ",while the control class still uses the traditional topic writing method.In this thesis,the two Language Writing Anxiety Scale was used to survey the research objects,and the computer processing software SPSS24.0 was used to count and analyze the survey results,and to randomly visit 6 subjects after the completion of the experiment.This study found that high school English writing anxiety is a common phenomenon,and writing anxiety generally showed a high trend,mainly manifested as:avoidance behavior,cognitive anxiety,physical anxiety and other aspects.At the same time,it is found that compared with the traditional English writing teaching methods,"Continuation Writing " can significantly reduce the anxiety of high school English writing.The reason is that "reading" and "writing" are closely linked,which enhances the interaction between "people" and "writing",and can effectively reduce the English writing anxiety of high school students,and it’s an effective means to reduce students’ English writing anxiety.However,due to the subjective and objective reasons,there are still some defects in this study,which need for further in-depth discussion and reflection to enrich the research results.