| As one of the output language skills,writing can reflect students’ comprehensive ability.The writing process is affected by various factors.Besides the learners’ English ability,emotional factors are also one of them.Under the guidance of curriculum reform and “double reduction” policy,students’ emotional factors have become the focus of attention.As a negative emotion,anxiety seriously affects students’ writing learning.Therefore,it has become an urgent problem to relieve students’ writing anxiety.Reading-to-Write which combines reading and writing can provide a large amount of input for students’ writing and help students build writing scaffold.It is conducive to cultivate students’ reading and writing abilities.Many scholars have confirmed the teaching effect of Reading-to-Write,but there are few studies on the effect of this mode on students’ writing anxiety.Therefore,based on the input hypothesis,output hypothesis and the affective filtering hypothesis,this study applies Reading-to-Write to junior middle school English writing teaching class to explore the effect on learners’ writing anxiety,and tries to answer the following three questions:(1)What is the effect of Reading-to-Write on junior middle school students’ writing anxiety?(2)Are there any differences in the effect of Reading-to-Write on English writing anxiety of junior middle school students at different English levels? If so,what are the differences?(3)What is the attitude of junior middle school students at different English levels towards Reading-to-Write?This study lasts for 16 weeks,and the research objects are two parallel classes of eighth grade in a school in Jinan city.One class is randomly selected as the experimental class to implement Reading-to-Write in the process of writing teaching.The other one is the control class,which adopts the traditional writing teaching mode.After the experiment,the author used SPSS26.0 to analysis the data collected from the questionnaire survey and interview.The results are as follows:(1)Reading-to-Write can alleviate the overall writing anxiety and four anxiety factors of junior middle school students.Among them,conceiving anxiety alleviates most significantly,followed by classroom teaching anxiety and avoidance behavior,and finally self-confidence anxiety.(2)Reading-to-Write has different effects on writing anxiety for students of different English levels.It can significantly decrease the writing anxiety of medium and low level students,but has no significant difference on high level students.(3)Junior middle school students have a positive attitude towards Reading-to-Write,but students at different English levels have different attitudes towards the effect of this mode on relieving anxiety.This study applies Reading-to-Write to English writing in junior middle school,proves its effect on reducing learners’ writing anxiety,and has certain enlightening significance for junior middle school English writing teaching. |
