An Empirical Study On The Alleviation Effects Of Continuation Writing Teaching On Senior School Students’ English Writing Anxiety

As an important learning task in foreign language learning of high school students,second language writing is not only a written language output activity,but also reflects learners’ language use ability and logical thinking ability.However,high school students’ writing level is generally low,and there exists a strong sense of emotional anxiety about foreign language writing,which makes it a huge obstacle to learners’ foreign language writing and impede the writing fluency.As a new teaching writing method,the teaching mode of "continuation writing" can effectively help learners combine the process of reading and writing,language input and output.Through comprehending the reading materials,learners can creatively conceive and continue writing on the basis of fully understanding the language and content of the materials,which enable learners to complete the writing task with imagination and innovation.The method takes advantage of language coherence and reduces the difficulty and anxiety of second language writing.A large number of research results show that "continuation writing" has a positive impact on learners’ language learning,so most researchers have studied the relationship between "continuation writing" and students’ writing performance,but ignored its impact on students’ writing anxiety.This paper will concentrate on analyzing the alleviation effect of high school foreign language writing teaching based on the continuation writing mode,which can not only expand the research in this field,but also inspire teachers to pay closer attention to students’ writing emotional factors in the future teaching.Based on Input Hypothesis,Interactive Alignment Theory and Affective Filter Hypothesis,this study aims to explore the impact of the continuation writing teaching mode on senior high school students’ English writing anxiety and writing level with the help of questionnaires,statistical analysis and interviews.In order to achieve this research goal,the following three research questions are proposed:(1)What is the level of senior high school students’ foreign language writing anxiety,and how do it represent?(2)How can the teaching of senior high school foreign language writing based on the model of "writing after reading" alleviate students’ writing anxiety? In order to better solve the above questions,the author conducted a 15-week contrastive teaching experiment of English writing in a high school in Puyang City,Henan Province.Two classes were randomly selected from the parallel classes of Grade 11 in the senior school,one of which was the controlled class.The traditional writing teaching mode was adopted for writing teaching;The other class is the experimental class,employed with the writing teaching mode of continuation writing.Before and after the experiment,the students were tested in writing performance and investigated in writing anxiety questionnaire.After the pre-test and post-test,four students were randomly selected from each class for interviews.Finally,the experimental data were sorted and analyzed by SPSS26.0.The results show that the foreign language writing anxiety of senior high school students is generally in the medium level,and the conception anxiety reaches the highest level among the four levels of writing anxiety,followed by avoidance behavior and classroom anxiety,while self-confidence anxiety is at a lower level.High school foreign language writing teaching based on the method of "reading and writing" plays an important role in alleviating students’ writing anxiety.Through the analysis of the data results,it can be seen that the method mainly acts on conception anxiety,followed by avoidance behavior,and has no obvious impact on classroom teaching anxiety and self-confidence anxiety.In addition,the research also reveals that there is a significant negative correlation between foreign language writing anxiety and learners’ writing performance,the teaching of foreign language writing in senior high school based on the model of "writing after reading" can not only alleviate students’ writing anxiety,but also significantly promote students’ English Writing Score.