初中生英语写作焦虑现状及对写作教学的启示

The Current Situation of English Anxiety of Junior High School Students and its Enlightenment to Writing Teaching

在英语语言技能的重要性与日俱增的背景下,写作焦虑严重制约学生英语写作能力的发展。本研究以苏州市某初中182名学生为样本,以《二语写作焦虑问卷》为研究工具,旨在通过对初中生英语写作焦虑的现状进行调查分析,启发教师采取合理的写作教学策略,帮助学生降低写作焦虑,提升英语写作技能。研究发现,由身体焦虑、认知焦虑与回避行为三因素构成的英语写作焦虑在初中生中较为普遍地存在,其中认知焦虑和回避行为都达到中等焦虑水平;不同性别学生的英语写作焦虑有显著差异;学生大多将英语写作焦虑归因为语言知识的不足,而控制焦虑的对策相对来说缺乏全面性与有效性。研究进而提出,教师可以通过个性化的鼓励、多样化的写作模式、以加强语言知识与写作策略为基础的写作机制引导初中生调节英语写作焦虑。

Under the background of the increasing importance of English language skills,English writing anxiety seriously restricts the development of students’writing ability.This study takes 182 students from a junior high school in Suzhou as a sample,and uses the“Language Writing Anxiety Questionnaire”as a research tool.The aim is to inspire English teachers to adopt reasonable writing teaching strategies,help students reduce their writing anxiety and improve their English writing skills through investigating the current situation of junior high school students’English writing anxiety.The study finds that the English writing anxiety consisting of somatic anxiety,cognitive anxiety and avoidance behavior is relatively common in junior high school students.Among the three factors,both cognitive anxiety and avoidance behaviors reach the middle anxiety level.Also,there are significant differences in the writing performance of students of different genders.Most students attribute writing anxiety to lack of linguistic knowledge,while the countermeasures to control anxiety are relatively lacking in comprehensiveness and effectiveness.The study further suggests that teachers can guide students to adjust English writing anxiety through personalized encouragement,diversified writing patterns, and writing mechanisms based on strengthening language knowledge and writing strategies.