A Research On Correlation Among English Writing Anxiety,Writing Strategy And Writing Score Of Senior High School Students

The English Curriculum Standard for Senior High School(2020 Revision)points out that the core literacy of English subject covers language ability,cultural awareness,thinking quality and learning ability.As a key and difficult component of English teaching,writing section in examination has long been a comprehensive integration of students’ reading comprehension ability,language phrasing ability,productive thinking ability and logicality.With the deepening of curriculum reform,English teaching in the era of core literacy needs to be more people-oriented,attaching more importance to students’ initiative as learning subject.Meanwhile,affective factors,among which anxiety is a critical one,have been noticed by more and more researchers.Therefore,how to effectively alleviate the anxiety in English writing has become a necessary and urgent task in English teaching in our country.Writing strategy,as one of the important guarantees for improving students’ English writing score,the interaction and influence between it and writing anxiety are still in the exploratory stage.Depending on anxiety that generated during English writing process,this research aims to investigate the effect among English writing anxiety,writing strategy and writing score,as well as provides countermeasures and suggestions for senior high school students.The following three questions will be answered:(1)What’s the English writing anxiety level actuality in senior high school?(2)What’s the English writing strategy application actuality in senior high school?(3)What’s the correlation among English writing anxiety,writing strategy and writing score in senior high school?In this research,800 students from 16 classes of grade two in a middle school of Linfen were selected as the research objects.Through questionnaire survey and English composition test,analysis of questionnaire data and writing scores were carried out by SPSS,and then corresponding conclusions were drawn.(1)A majority of students in senior high school experience moderate anxiety and avoidance behavior occurs most frequently.(2)The frequency of writing strategy use is at medium level among students in senior high school,and compensation strategy at the highest level.(3)There is a negative correlation between writing anxiety and writing strategy.Notably,avoidance behavior has no significant effect on writing strategy and writing anxiety has a positive correlation with social-affective strategy.Writing anxiety negatively effects writing score of students in senior high school while writing strategy has a positive impact on their writing score,but it is not obvious.Based on the research results,several effective suggestions are offered to senior high school students for relieving writing anxiety,enhancing writing strategy application ability as well as improving English writing score,hoping to provide some inspirations and references for future English writing teaching field and subsequent related research.