外语学习焦虑论文：大学生英语写作焦虑与写作水平的相关性研究【中文摘要】作为影响外语与第二语言教学的一种重要因素，情感因素在语言教学中己经受到众多学者的高度重视，焦虑也被视为情感因素研究的重点。
克拉申（Krashen）认为在影响二语习得学习效果的情感因素中，焦虑是最具危害性的。
写作焦虑指的是学习者在写作过程中所表现出来的焦虑行为。
写作焦虑作为影响第二语言习得的重要因素之一，也是造成英语写作难以提高的重要原因之一。
对于写作焦虑的研究始于二十世纪七十年代，随后许多学者对这方面的研究也做出了努力并得出了各种不同的结论。
本研究旨在研究非英语专业大学生的英语写作焦虑状况及其对写作水平的影响，探讨不同写作焦虑程度的学生在写作水平上是否存在差异，并探索引起英语写作焦虑的主要原因。
本研究中的学生的英语写作水平由学生的大学英语四级写作成绩来确定，所有研究数据来自问卷调查及访谈。
笔者在对已有的文献进行归纳总结的基础上，以长沙理工大学非英语专业学生为研究对象，采用随机分层抽样方法，抽取了460名被试者。
研究工具为中文版的背景问卷、写作焦虑量表和大学英语四级考试中的写作成绩。
运用现代化统计方法，不仅对非英语专业学生的英语写作焦虑总体程度进行了测量，还探讨了写作焦虑与写作水平的关系以及不同写作焦虑程度的学生在英语写作成绩方面是否存在差异。
在此基础上，研究者以抽样的方式，在参与SLWAI填写的学生中挑选出了12位在英语课堂上有明显写作焦虑症状并愿意积极配合研究的学生进行半开放式访谈，试图探索非英语专业学生用英语进行写作时焦虑产生的主要原因。
该定性数据用来补充说明定量研究的结果。
研究结果表明：非英语专业大学生在英语学习中确实存在着英语写作焦虑，且普遍体验到中等程度的焦虑；写作焦虑与写作水平呈显著负相关，即写作焦虑程度越高，成绩越低；不同写作焦虑程度的学生在英语写作成绩上存在显著差异，无论学生英语写作焦虑程度如何，焦虑对写作成绩都没有促进作用，且焦虑程度越高对写作成绩的负影响越大。
研究还表明，回避写作练习、知识准备不足、缺乏写作自信心、考试焦虑和负评价恐惧等都是可能造成学生写作焦虑的主要原因。
基于上述理论分析和实践研究的结果，笔者就如何降低英语写作焦虑，提高英语写作成绩提出了一系列的启示。
最后，笔者还指出了本研究的局限性并对今后进一步的研究提出了建议。
【英文摘要】As a significant affective factor influencing foreign languageteaching and the second language teaching, emotion in language teachinghas drawn great attention by many scholars and anxiety becomes the keypoint. Krashen believes that anxiety is the most harmful affective factorinfluencing the learning outcome of second language acquisition. Writinganxiety has been identified as a significant constructfor understanding thefactors that influence students’development of writing skill. As one ofthe significant factors that affect second language acquisition, writinganxiety also plays a negative role in improving learners’writing ability.The study of writing anxiety started in the 1970s. Since then, manyscholars have devoted a lot of time and efforts to the research of this area.The major purposes of this study are to investigate the overall stateof college non-English majors’English writing anxiety and its influenceon writing proficiency, to explore the difference in writing proficiencyamong students of different writing anxiety levels, and to find out thepotential sources of leading to writing anxiety on writing proficiency inChinese context. The English writing proficiency of students is measuredby theirCET-6writing scores and the data of the study is collected via aquestionnaire survey and half-open interviews.This study is made a subject sample of 460 non-English majors fromthe sophomore of Changsha University of Science and Technology usingstratified random sampling method. The instruments are Chinese-versionBackground Information of the subjects and the English Writing AnxietyInventory (SLWAI), writing proficiencytest of CET-4 and interviews.With the help of advanced statistical methods, this research not only investigate the overall level of non-English majors’English writinganxiety, but also weighs the relationship between writing anxiety andwriting proficiency and explores the difference in writing proficiencyamong students of different writing anxiety levels. Apart from that, theauthor picks out 12 subjects with obvious anxiety symptoms whenwriting to conduct half-open interviews with the method of purposivesampling, in the hope of discovering the sources of emergence of anxietyin writing proficiency. The qualitative data is used to supplement theresults of the previous quantitative research．The results indicate that non-English majors experience a moderatelevel of English writing anxiety, which is common and general; there issignificantly negative correlation between writing anxiety and subjects’writing proficiency; the higher the anxiety level is, the lower the writingachievement is; there is significant difference among students of differentanxiety levels in English writing achievement; no matter what the writinganxiety level is, it has no positive influence on writing achievement. It isalso discovered that sources of lack of writing practices,lack of adequatewriting knowledge, test anxiety, lack of writing confidence and fear ofnegative evaluation may contribute a lot to anxiety in writingachievement.Based on the research findings mentioned above, the authorproposes some pedagogical implications on how to relieve Englishwriting anxiety and improve writing proficiency. Finally, the limitationsof the present study as well as some suggestions for future researches arepointed out.【关键词】外语学习焦虑写作焦虑写作水平相关性【英文关键词】Foreign language learning anxiety writing anxiety writing proficiency correlation 【目录】大学生英语写作焦虑与写作水平的相关性研究摘要5-7Abstract7-8Introduction14-21Chapter 1 LiteratureReview21-441.1 A Review of Theoretical Basis21-241.1.1 Humanism Psychology21-221.1.2 Affective FilterHypothesis22-241.2 A Review of Foreign Language Learning Anxiety24-311.2.1 Anxiety as a Concept of Psychology24-251.2.2 Studies on Foreign Language Learning Anxiety25-281.2.3 Studies on Writing Anxiety28-311.3 Studies on the Correlation between Anxiety and Achievement31-381.3.1 Foreign Language Learning Anxiety and Achievement31-361.3.2 Foreign Language WritingAnxiety and Achievement36-381.4 Studies on the Influence Factors of Writing Anxiety38-411.5 Reflections on Previous Researches41-441.5.1 Deficiencies of Previous Researches on Foreign Language Writing Anxiety41-421.5.2 Creative Work of the Study42-44Chapter 2 Research Design44-572.1 Research Questions44-452.2 Research Subjects45-462.3 Methods of Research462.4 Instruments and Data Collection46-482.4.1 Questionnaire46-482.4.2 Interview Questions482.4.3 Learners’English Writing Proficiency482.5 Data AnalysisProcedures48-492.6 Data Processing and Results49-572.6.1 Results of the Reliability of the Questionnaire492.6.2 Results of the Students’ Views of their Current English Writing Proficiency49-502.6.3 Results of the Descriptive Statistics of Chinese Non-English Majors’ Writing Anxiety and Writing Achievement50-512.6.4 Results of the Correlation between Writing Anxiety and Achievement51-522.6.5 Results of Different Levels of Anxiety and Writing Achievement52-542.6.6 Results of the Sources of Writing Anxiety from the SLWAI54-57Chapter 3 Discussion57-773.1 Reliability of SLWAI573.2 Students’ Views of their Current English Writing Proficiency57-583.3 General State of Chinese Non-English Majors’ Writing Anxiety andWriting Proficiency58-603.4 Statistic Correlation between English Writing Anxiety and Writing Proficiency of Chinese Non-English Majors60-633.5 Difference in Writing Proficiency among Different Levels of Writing Anxiety63-663.6 Sources of English Writing Anxiety66-773.6.1 Lack of WritingPractice67-693.6.2 Test Anxiety69-713.6.3 Fear of Negative Evaluation71-733.6.4 Lack of Confidence73-743.6.5 Lack of Adequate Writing Knowledge74-77Chapter 4 Pedagogical Implications77-854.1 Increasing Language Input77-794.2 Creating a Harmonious Learning Environment79-804.3 Building up Students’ Self-confidence80-814.4 CooperativeLearning81-834.5 VariousEvaluations83-85Conclusion85-87Bibliography87-93Acknowledge ments93-94Appendix Ⅰ SLWAI94-96Appendix Ⅱ Interview Questions96-97Appendix Ⅲ(攻读学位期间发表论文目录)97-98详细摘要98-111。