大学英语“写长法”对写作焦虑和写作能力影响作用的实验研究

An empirical study on the effect of the Length Approach on Chinese non-English Majors’ English writing anxiety and writing ability

本实验研究考察“写长法”对非英语专业本科生英语写作焦虑和写作能力的影响作用。定量与定性研究分析结果表明：“写长法”有助于学生降低英语写作焦虑和提高写作能力，“写长法”主要通过鼓励式批阅、百分制分项量化评分和提供大量语言输出实践机会有效降低学生的写作焦虑，促进学生写作能力提高。

This paper reports on an empirical study that applies the Length Approach in the teaching of college English writing to Chinese non-English majors. Specifically, the study probes into the effect of the Length Approach on the reduction of the students＇ writing anxiety and the development of their ability to write in English. The study results show that the Length Approach significantly reduces the students＇ writing anxiety and improves their writing ability. They also reveal that two major elements of the Length Approach, i.e. （ 1 ） a scoring scheme that highlights good points in compositions and reports scores in terms of four components, and （2） abundant opportunities for students to produce comprehensible output in the written mode, have exerted significant positive effect on the reduction of writing anxiety and the development of writing ability.