A Study On The Effects Of Continuation Task On Vocational School Students’ English Writing Anxiety

In English learning,foreign language writing has always been a weak point for Chinese students.An effective combination of reading and writing is more effective in promoting second language learning.Continuous writing is a typical combination of reading and writing practice.Although there have been a lot of studies on the stimulating effect of continuation task,few studies have been conducted from the perspective of the emotional impact of continuation task.However,in the field of writing research,more and more attention has been paid to the subject of writing.Therefore,from the perspective of writing emotion,this study carries out an empirical study on continuous writing,exploring the correlation between English writing performance and writing anxiety of secondary school students,and whether continuous writing can effectively reduce students’ writing anxiety.The object of this study is 60 students of two parallel classes in grade one of a vocational school in Liaocheng.The experimental class adopted the teaching and training of continuation task,while the control class adopted the teaching and training of topic writing.The teaching experiment lasted 16 weeks.Before the experiment,two classes were pretested for foreign language writing anxiety and writing level in the first week of the semester,so as to understand the students’ writing psychology and real English level before the experiment.In the experimental implementation stage,the application of continuous writing for three times to guide the students to understand the writing method after reading.After the writing training,the students’ writing anxiety was investigated.The post-test was carried out in the last week,and the writing anxiety scale and writing test were used to understand the changes of students’ writing ability and psychology before and after the experiment.At the same time,10 subjects were selected for further semi-structured interviews SPSS25.0 was used for Pearson correlation analysis of quantitative data,independent sample T-test and paired sample T-test.The experimental results show that there is a significant negative correlation between English writing achievement and writing anxiety.The higher the level of anxiety in English writing,the lower the students’ writing performance.After the experiment,the writing anxiety of the students in the control class and the experimental class was also significantly different,and the writing anxiety of the students in the experimental class was significantly lower than that in the experimental class.Therefore,the practice has proved that reflection sequel to help students reduce the learners’ writing anxiety,especially can reduce students’ body anxiety and cognitive anxiety,positive feelings to cultivate students’ English writing,in addition,the reflection phase can improve and promote the learners’ writing ability.