Affective Factors’ Influence On Senior High School Students’ English Writing

English writing is not only a written language production activity,but also an important embodiment of second language learners’ language use ability and thinking ability.However,at present,most senior high school students in China are still lacking interest and self-confidence of English writing,even afraid of it.Therefore,it is particularly important to understand the motivation,self-confidence and anxiety of senior high school students in English writing,explore their impact on English writing,and further explore effective teaching methods to improve students’ writing ability.American linguist Krashen proposed the "Affective Filter Hypothesis" in the field of second language acquisition,which consists of two parts: "affection" and "filter".Affection can be seen as three affective factors that affect second language learners in the process of English writing: writing motivation,writing confidence,and writing anxiety.Therefore,in this research,the author mainly links affective factors with senior high school English writing,aiming to explore and study the impact of motivation,self-confidence and anxiety on senior high school students’ English writing on the basis of this theory,so as to further improve senior high school students’ English writing ability.This study aims to solve the following three problems: What are the current status of senior high school students’ motivation,self-confidence and anxiety in English writing?How do affective factors affect senior high school students’ English writing performance?How can teachers optimize English writing teaching with the help of affective factors?In view of the above problems,this study took 300 students from six classes in Tongliao No.5 Middle School from grade one to grade three in senior high school as the research object.With the help of the English learning motivation scale,the self-confidence scale and the second language writing anxiety scale,a survey questionnaire was made and distributed to students.In addition,by means of tests and interviews,a study was conducted on the impact of three affective factors,motivation,self-confidence and anxiety on senior high school English writing.This paper probes into the characteristics of the management of affective factors in the teaching of English writing in senior high schools,and solutions were proposed to address the existing problems.The results show that there are some problems in senior high school students’ English writing,such as lack of writing motivation,self-confidence and writing anxiety.Senior high school students’ English writing performance is significantly related to the three affective factors.Writing motivation and self-confidence are positively correlated with writing performance,while writing anxiety is negatively correlated with writing performance.Appropriate affective teaching strategies can stimulate students’ motivation,enhance their self-confidence,reduce their excessive anxiety,and thus improve their English writing performance.Therefore,teachers should establish a classroom teaching management concept based on students’ affective factors.In addition to paying attention to students’ cognitive and knowledge development,they should also pay more attention to students’ affective factors.