大学生英语写作焦虑研究

英语学习焦虑的成因及其应对策略研究随着全球化进程的加速，英语的学习和使用越来越重要。

然而，许多人在英语学习中面临着焦虑的问题。

这篇文章将探讨英语学习焦虑的成因以及应对策略。

1.语言障碍英语并非我们的母语，学习英语需要克服语言障碍。

对许多学习者来说，学习英语是一项困难的任务，会使他们感到无助和焦虑。

2.学习压力许多人学习英语是为了应对考试或工作需要，因此面临很大的学习压力。

除了考试成绩外，他们还要面对由于语言不通而遇到的障碍和沟通问题，这可能会使他们感到愤怒和羞耻。

3.不安全感学习英语的人可能会觉得自己的语言能力比其他人差，这可能会导致自卑感并增加他们的焦虑感。

1.找到学习英语的动机学习英语不仅仅是应对考试或工作需要，还是文化交流的一个重要途径。

找到自己的动机，了解学习英语的目的和价值，可以减少学习英语时的压力和焦虑感。

2.寻找自身的学习风格每个人的学习方式都不同。

有些人更注重口语，而另一些人则更注重阅读和写作。

了解自己的学习风格并针对性地学习英语，可以提高学习者的信心和效率。

3.创建积极的学习环境学习环境对学习者而言至关重要。

学习英语需要一个安静，有序的环境，可以保证学习者集中学习。

在学习过程中，可以试着与其他学生一起学习，这可以提高学习者的自信心并缓解焦虑感。

4.练习英语口语即使语法和词汇知识掌握的不足，也应该开始尝试和别人交流英语。

开始时选最简单的话题，渐渐提高难度，并用诸如单词卡片之类的工具帮助记忆新的单词和短语。

结论英语学习焦虑是一个很常见的现象。

在学习英语时面临的压力和挑战会使许多人感到无助和沮丧。

但是，通过找到学习英语的动机，了解自己的学习风格，创建积极的学习环境以及练习英语口语等方法，可以减少学习者的焦虑感，从而帮助他们更快，更有效地学习英语。

大学生外语焦虑、自我效能感与外语成绩关系的研究一、本文概述随着全球化进程的加速，外语能力已成为大学生必备的核心技能之一。

然而，许多大学生在外语学习过程中面临焦虑情绪，这在一定程度上影响了他们的学习效果和外语成绩。

为了深入了解外语焦虑、自我效能感与外语成绩之间的关系，本文旨在探讨这三者之间的内在联系，以期为外语教育提供有益的参考。

本文首先对外语焦虑和自我效能感的概念进行界定，并阐述它们在外语学习中的重要性。

接着，通过文献综述的方式，梳理国内外关于外语焦虑、自我效能感与外语成绩关系的研究现状，发现已有研究主要集中在两者之间或三者之间的单一关系探讨，缺乏对三者整体关系的系统性研究。

因此，本文拟通过实证研究方法，探讨外语焦虑、自我效能感与外语成绩之间的相互作用机制。

在研究方法上，本文采用问卷调查的方式收集数据，以大学生为样本，通过统计分析揭示外语焦虑、自我效能感与外语成绩之间的关系。

在数据分析过程中，运用相关分析、回归分析等方法，深入剖析三者之间的内在联系。

本文的研究结果将有助于我们更全面地了解外语焦虑、自我效能感与外语成绩之间的关系，为外语教育提供有益的启示。

一方面，教师可根据学生的外语焦虑程度和自我效能感水平，制定针对性的教学策略，帮助学生克服焦虑情绪，提高自我效能感，从而提升外语成绩。

另一方面，学生自身也可通过了解这些关系，调整学习策略，增强学习动力，提高外语学习效果。

本文旨在通过系统研究外语焦虑、自我效能感与外语成绩之间的关系，为外语教育提供有益的参考和启示，促进大学生外语学习的发展和提高。

二、文献综述随着全球化进程的加速，外语能力已成为大学生必备的技能之一。

然而，许多大学生在外语学习过程中会遇到各种挑战，如焦虑情绪和自我效能感的不足等。

这些心理因素不仅影响学生的外语学习体验，还可能对其外语成绩产生深远影响。

因此，本文旨在探讨大学生外语焦虑、自我效能感与外语成绩之间的关系。

外语焦虑是外语学习领域广泛研究的一个心理变量。

大学英语写作焦虑相关研究综述及其对策分析*王松，曾祥发*（成都医学院外语教学部，四川成都610500）英语写作技能是我国大学生综合运用英语语言能力中一项不可或缺的能力，也是学生经常忽视且掌握较弱的能力，严重制约了大学生英语语言能力的发展。

究其原因，大学英语写作涉及高度复杂的认知心理，受到多种因素的影响，而情感因素的影响尤为突出。

20世纪70年代以来，随着人本主义心理学的兴起和发展，“以教师为中心”的外语教学逐渐转变为“以学生为中心”，情感因素对语言教学的影响越来越受到重视，作为情感因素重要组成部分的焦虑情绪也逐渐成为国内外二语习得和外语学习研究的重要内容。

为此，如何降低或消除写作焦虑对二语或外语写作质量的消极影响成为了国内外学者研究的重点。

一、写作焦虑相关概念作为外语焦虑的一种特定形式，写作焦虑（writing anxiety）主要是指外语学习者在写作过程中表现出来的焦虑心理及行为[1]。

写作焦虑严重阻碍学习者写作过程的顺利开展，使其遇到诸多写作困难和心理障碍，并在写作活动中产生并体验到消极痛苦的心理情绪，无法体验到外语写作带来的快乐和成就感，导致学习者对成功写作预期的失望或绝望。

早期的写作焦虑主要以母语学习者为研究对象，而外语写作学习者通常会比母语写作学习者体验到更多的焦虑情绪，因此，他们对外语写作学习的态度更加消极和否定[2]。

二、写作焦虑的相关研究概述国内外学者关于外语写作焦虑的研究主要涉及写作焦虑测试量表的编制、写作焦虑与写作能力的相关关系以及写作焦虑缓解策略等内容。

（一）写作焦虑测量量表的相关研究Daly和Wilson编制了针对母语写作学习者的《写作焦虑测试量表》（Writing Apprehension Test，简称WAT）[3]。

外语写作焦虑是外语写作学习者在外语写作输出过程中体验到的一种特殊的语言学习焦虑，因此，WAT无法准确测试出外语写作学习者体验到的焦虑特质。

同时，WAT测量了焦虑之外的写作相关情感因素[4]，更加适合测量学习者对自身写作能力的自信程度[5]。

外语焦虑量表(FLCAS)在大学生中的测试报告导言：外语学习在中国大学生中被普遍认为是一项重要的技能，然而，许多学生却面临着外语焦虑的压力。

外语焦虑是指学习者在外语学习过程中出现的紧张、压力和恐惧的感受。

为了研究大学生外语焦虑的水平和影响因素，我们进行了一项外语焦虑量表(FLCAS)的测试。

方法：本研究采用便捷取样的方法，选择了100名大学生作为研究对象。

他们的年龄在18到23岁之间，平均年龄为20岁。

研究采用了外语焦虑量表(FLCAS)，该量表由30个项目组成，分为6个维度，包括听力焦虑、口语焦虑、读写焦虑、外语自信、外语学习动机和外语学习策略。

每个项目都用5分量表评定，总分越高表示外语焦虑水平越高。

结果：根据FLCAS的测量结果，我们发现大学生的外语焦虑总分平均为85分（满分为150分）。

其中，听力焦虑得分最高，平均为14分；其次是读写焦虑，平均得分为13分；口语焦虑得分为11分；外语自信得分为10分；外语学习动机得分为8分；外语学习策略得分为6分。

讨论：从结果中可以看出，大学生的外语焦虑水平普遍较高。

听力焦虑和读写焦虑得分最高，这可能是因为听力和阅读写作是大学英语考试的重点，学生对这两项内容有更大的压力。

此外，外语自信得分最低，说明学生在外语学习中缺乏自信。

外语学习动机和学习策略得分也较低，这可能意味着学生在学习外语时缺乏动力和有效的学习策略。

外语焦虑对大学生的外语学习有着负面影响。

高水平的外语焦虑可能导致学生在外语学习中产生更多的错误和困惑，从而影响他们的学习效果。

因此，减轻外语焦虑对于提高大学生的外语学习水平和成绩至关重要。

结论：本研究通过FLCAS量表对大学生的外语焦虑进行了测试。

结果显示大学生的外语焦虑水平普遍较高，尤其是在听力和读写方面。

这表明我们需要采取措施来减轻大学生的外语焦虑，包括提供更多的听力和阅读写作练习，培养学生的外语自信心和学习动机，以及帮助学生提高外语学习策略。

这样可以帮助大学生更好地应对外语学习中的压力，提高他们的外语学习效果和成绩总的来说，大学生的外语焦虑水平普遍较高，特别是在听力和读写方面。

英语焦虑的内涵及相关研究英语焦虑是外语焦虑的一种，本文对国内外的相关文献进行分析归纳，分析了英语焦虑的内涵和成因。

标签：外语焦虑英语焦虑语言学习一、英语焦虑的意义基于语言习得的特殊性，外语焦虑与学习其他科目时所产生的焦虑的最大差别在于，学习其他科目时的语言通常是母语。

学习者不用担心语言表达这个问题。

然而学习外语时，学习者得用外语来表达自我，用外语表达自我的障碍更时时对学习者的自我概念产生威胁。

Hot-witz在1986年提出外语焦虑的理论架构。

并基于与外语焦虑学生接触的临床经验和轶事记载，发展出“外语教室焦虑量表”。

他认为由于外语焦虑与学业和社会情境中的表现评量有关，所以与之相关的有三种表现性的焦虑，包含沟通焦虑、测试焦虑和负面评价焦虑。

兹分述如下：1、沟通焦虑。

沟通焦虑是指由于害怕或焦虑而怯于与人沟通，例如无法在团体中口语表达；在倾听别人的口语讯息时，有接收上的困难；无法在公众中表达。

在学习英语时所产生的沟通焦虑，是因为个人认知到要了解对方讯息，和为对方所了解皆有所困难。

2、测试焦虑。

测试焦虑指在考试时担心表现不好、害怕失败。

测试焦虑的学生，经常对自己有不切实际的要求，并且觉得测试时若完美无缺，便是一种失败。

他们在学习英语时所产生的测试焦虑。

是因为学校和英语老师对教育上的要求，考试(包含口试、笔试)评价学生在英语学习上是否达到精熟，而使学生在面临考试时，因为担心成绩不理想，而感到恐惧害怕，甚至影响到学习表现。

3、负面评价焦虑。

负面评价焦虑是担心别人对自己做出负面的评价，即个人为了有确切的社会映像，害怕同僚、老师、父母或别人，对自己英语学习上的表现有不好的评论。

二、外语焦虑对语言技巧和学习历程的影响归纳外语焦虑与外语学习的相关研究可发现，外语焦虑与外语学习有负相关存在。

以下就针对语言技巧和认知处理两方面进行分析。

1、在语言技巧方面。

(1)口语方面。

Cheng等都进行了关于外语焦虑与外语口语成绩相关的研究，并产生一致的结果，均发现外语焦虑与口语表现有显著的负相关存在。

红河学院本科毕业论文（设计）附件12014年度本科生毕业论文（设计）英语写作焦虑在英语专业学生的调查院－系：外国语学院专业：英语年级：2010级学生姓名：殷茂玉(组长)学号：201006050138导师及职称：钟宝霞（讲师）2014年5月2014Annual Graduation Thesis (Project) of the College UndergraduateAn Investigation of English WritingAnxiety Among English MajorsDepartment:College of Foreign LanguagesMajor:EnglishGrade:2010Student Name:Yin mao yuStudent No.:201006050138Tutor:Lecturer Zhong Bao XiaFinished by May, 2014毕业论文（设计）原创性声明本人所呈交的毕业论文（设计）是我在导师的指导下进行的研究工作及取得的研究成果。

据我所知，除文中已经注明引用的内容外，本论文（设计）不包含其他个人已经发表或撰写过的研究成果。

对本论文（设计）的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示谢意。

作者签名：日期：毕业论文（设计）授权使用说明本论文（设计）作者完全了解红河学院有关保留、使用毕业论文（设计）的规定，学校有权保留论文（设计）并向相关部门送交论文（设计）的电子版和纸质版。

有权将论文（设计）用于非赢利目的的少量复制并允许论文（设计）进入学校图书馆被查阅。

学校可以公布论文（设计）的全部或部分内容。

保密的论文（设计）在解密后适用本规定。

作者签名：指导教师签名：日期：日期：ABSTRACTWith Daly, Horwitz and Y-S-Cheng’s theoretical model of second language writing anxiety as research framework, this thesis surveyed English majors’English writing anxiety. Findings of the present study show that all of the English major students experience English writing anxiety. There is no significant difference in English anxiety among students from three different grades. There is significant difference in English writing anxiety between the students who hold positive attitudes towards English writing and those who hold negative attitudes towards English writing and there is significant difference in English writing anxiety among students who rated their English writing good, average and bad. Results from the qualitative study show the reasons why there is little difference in English writing anxiety among students from three different grades. What’s more, it is shown that the poor writing skills, cognitive anxiety, test anxiety and erroneous beliefs toward English writing are the main sources of English writing anxiety.Key words:English writing anxiety; English major students; gradeTABLE OF CONTENTS1. INTRUDUCTION1.1 The Background Information of This Study1.2 The Purpose and Significance of This Study2. LITERITURE REVIEW2.1 Definition of Writing Anxiety2.2 Empirical Studies of Writing Anxiety Home and Abroad3. RESEARCH DESIGN3.1 Research Questions3.2 Subjects3.3 Research Instruments3.3.1 The background information3.3.2 Questionnaire (SLWAI)3.3.3 Interview3.4 Data Collection and Analysis3.4.1 Questionnaire3.4.2 Interview4. RESULT AND DISCUSSION4.1 Results from The SLWAI4.2 Results from The Interview4.3 Discussion4.3.1 English writing anxiety experienced by English majors4.3.2 Difference in English writing anxiety among different grades4.4 Sources of English Writing Anxiety Among Different Grades4.4.1 Test anxiety4.4.2 Poor writing skill4.4.3 Being afraid of negative evaluation (Cognitive Anxiety)5. CONCLUIONS1.INTRUDUCTIONMany studies have shown that affect-related factors, including anxiety, attitude and motivations have great impact on foreign language learning. Among these factors, anxiety, which can also be called apprehension or fear, has drawn great attention of researchers since the 1970s. Second language researchers and theorists have been aware that anxiety often appears during the process of language learning, especially foreign language learning, and consequently affects the learning achievements. According to Horwitz and her colleagues (1986), foreign language anxiety is the threat to an individual’s self-concept caused by the inherent limitation of communicating in an imperfectly mastered second language. From their viewpoint, foreign language anxiety is clearly associated with listening and speaking. Many researchers have carried out studies both at home and abroad in this area.2 LITERATURE REVIEW2.1 Definition of Writing AnxietyThe term“writing apprehension”was first proposed by Daly & Miller in 1975. They defined writing apprehension as“a situation and subject-specific individual difference that is concerned with a person’s general tendency to approach or avoid writing accompanied by some amount of evaluation.”Writing anxiety involves“anxiety with writing situations, frustration, and low productivity while writing”(Scott&Rodwell,1997:47).2.2 Empirical Studies of Writing Anxiety Home and AbroadDaly & Miller(1975b)found that in educational settings writ⁃ing apprehension affects student satisfaction in courses requiring writing, expectations of success in writing classes, enrollment patterns in advanced composition courses, and enjoyment of out of class projects ostensibly demanding s ome writing. In Daly’s (1977) study, writers with low level of writing anxiety produced three times more words than those with high level of writing anxiety. Additionally, there were significantly more paragraphs, more sentences, more nouns, pronouns, adjectives, and prepositional phrases in the articles written by writers with low level of writing anxiety, whereas writers with high level of writing anxiety made more spelling errors than low-anxiety ones. Lee&Krashen(1997) reported that native speakers of Chinese in Taiwan with higher writing apprehension tend to receive lower evaluations on the composition section of senior high school examination.In 2004, Cheng designed a measurementtool named Second Language Writing Anxiety Inventory (SLWAI), which was e specially used to measure foreign/second language writing anxiety. What’s more, it was tested that there are high validity and reliability in SLWAI. With the help of SLWAI, Atay&Kurt(2006) made a study of English writing anxiety of Prospective teachers (PTs) in Turkey. Results of the SLWAI showed that more than half of the participating PTs had high or average writing anxiety. PTs responses to the open- ended questionnaire indicated that those with high and average anxiety had difficulties in organizing their thoughts and producing ideas while writing in L2. In addition, PTs considered universities instructors and their past L2 writing experiences as the major factor affecting their attitudes towards L2 writing, and discussed the psychological and physiological reactions that had during the writing process. Finally, the responses of the PTs revealed that their writing experiences may affect their future teaching practices.In China, Zhou&Tang(2010) investigated the influence of foreign language writing anxiety on writing process. Data analysis showed that L2 writing anxiety was negatively correlated with the composition scores but positively correlated with L1 interference as coded in the thinking-aloud process. Guo&Qing (2010) reported an empirical study on foreign language writing anxiety of 453 Chinese non-English majors by means of SLWAI and interviews. The study reveals that (1) the non-English majors students experience moderate foreign language writing anxiety, and one anxiety factor, avoidance behavior, is of high frequency; (2) the students from high and low anxiety groups and each anxiety factor exhibit significant differences inwriting performance; (3) there are significantly negative correlations between writing performance and all four anxiety fact ors; (4) the students’self-perceptions of foreign language writing ability and overall foreign proficiency have significant effects on their writing anxiety.3 RESEARCH DESIGN3.1 Research QuestionsWe mainly explore the following two questions in the present study.1) Do English major students experience writing anxiety in English? If they do, to what extent do they reach?2) What is the difference in English writing anxiety level among students in different grades?3.2 SubjectsThe subjects in the present study come from a normal university in central China. The total amount of the subjects is 220 who major in the same major English. They are from six natural classes in different grades and 77 freshmen, 78 sophomores and 65 juniors are all chosen randomly. They have learned English for at least 6 years. Of them there are 44 male students and the rest are 176 female students. Their average age is 18.5 years old.3.3 Research InstrumentsThe instruments are composed of three sections: background information, Second Language Writing Anxiety Inventory (SLWAI) and interview .3.3.1 The background informationThe background information is designed to collect information about various aspects of learner differences, including subjects’name, age, and grade.3.3.2 Questionnaire (SLWAI)The Second Language Writing Anxiety Inventory (SLWAI) designed by Cheng (2004) is an instrument that measures the degree to which a student feels anxious when writing in English. This SLWAI contains twenty-two items falling into three factors. To facilitate the subjects to understand and respond, the questionnaire is translated into Chinese without any amendment. It adopts a five-point Likert response format (1＝strongly degree; 2＝disagree; 3＝neither agree nor disagree; 4＝agree; 5＝strongly disagree). Seven of them (Items 1,4,7,17,18,21,22) are negatively worded and required reverse scoring before being summed up to the total scores.In her study, Cheng(2004) demonstrated that the total scale and factors of the SLWAI had good internal consistency reliability (ɑ＝.91), respectable test-retest reliability (ｒ＝.85) and adequate convergent and discriminant validity, and satisfactory criterion-related validity.3.3.3 InterviewThere are two open-ended questions in this part. Q1: Is it difficult for you to finish an English composition? And why? Q2: Can you feel the tense when you are asked to write an English composition? And Why?3.4 Data Collection and Analysis3.4.1 QuestionnaireIn the process of data collection, the total amount of the questionnaires handed out is 220, and all of them were collected. Because the students were very cooperative and carefully finished the questionnaire, all of the 220 copies were valid. Later, all the original data was typed into computer by the author and another postgraduate. Since then, after seven items of SLWAI requiring reverse scoring were dealt with appropriately, all the data were collected and edited by excel, and the results were analyzed by SPSS17.0 in terms of descriptive statistics，One-Way mean analysis, and correlation analysis.By using a median split procedure, the subjects whose mean of English writing anxiety is lower than 2.5 are classified into low-anxiety group, and those whose mean of English writing anxiety is higher than 3.5 are classified into high-anxiety group. And those whose mean of English writing anxiety is between 2.5 and 3.5 fell into moderate –anxiety group.3.4.2 InterviewIn processing the data of interview, the students’ interviews were analyzed and discussed based on the questions in the interview. The author reviewed all the data and made a summary of all the subjects’ responses and then summarized them into several categories, which were followed by several examples taken by the students in the responses. After making sure all the data from the interview were analyzed, they were further translated into English for the interview was recorded in Chinese.4 RESULTS AND DISCUSSION4.1 Results from the SLWAIIn order to know the English writing anxiety of different grades, descriptive statistics of SLWAI among three grades are needed. In order to learn whether there is any difference on means of English writing anxiety among three grades, one-way ANOV A is also necessary. At last, comparisons of means of English writing anxiety between two grades can show whether there is any difference on English writing anxiety between different grades.Table 1 Descriptive statistics of SLWAITable 2 One-way ANOV A of writing anxiety of the three differentgrades of English majorFrom table 1 and table 2, the mean of all the participants’ writing anxiety level is 3.18, and those of freshmen, sophomores and juniors are 3.12, 3.25 and 3.17respectively. Therefore it can be found that Chinese college students of different grades in English major students experience writing anxiety when writing compositions in English. One-way ANOV A indicates that there is no significant difference in writing anxiety level among different grades in English major.4.2 Results from the InterviewTable 3 The percentage of the first open-ended questionIn answering the first open-ended question, 61.36%of the students think that it is difficult to write compositions in English, but there are some differences among different grades. 55.84% of freshmen think it is not difficult to write compositions in English, while more than 70%of sophomores and juniors believe it difficult to write compositions in English.The followings are the reasons why more than half of freshmen think it not difficult to compose English essays and why more than 70%of sophomores and juniors believe it difficult to write English compositions. The reasons why 55.84%of freshmen think it not difficult to write English essays are focused on: 1) Having thorough training in basic language skills, for example, I can organize my thought according to the vocabulary and syntax stored in my mind. 2) Having positiveattitudes towards English writing, for example, English writing itself is a good opportunity for me to improve English. 3) Having good learning habits, for example, I often write some diaries and essays to express opinions in English.More than 70%of sophomores and juniors think it difficult to write English essays and illustrated some of their reasons as follows, 1) Shortage of vocabulary and grammar knowledge. 2) Lacking of writing exercises in English. 3) Having noself-confidence.Table 4 The percentage of the second open-ended questionAs for the second question, from table 4 it can be found that 63.64%of students do not feel anxiety or nervous when writing English compositions. And they give some reasons why they do not feel anxious as following: 1) Having enoughself-confidence. 2) Having positive attitudes towards English writing. 3) Having mastered some writing skills.However, the other students (36.36%) report that they have experienced foreign language anxiety when writing English compositions. And they write down some situations in which they usually feel anxious.1) Being afraid of being evaluated. 2) Taking exams. 3) Having no selfconfidence. 4) Low level of English achievement.4.3 Discussion4.3.1 English writing anxiety experienced by English majorsThe findings in this study give the answer to the first question. Chinese English major students including freshmen, sophomores and juniors, experience moderate level of anxiety (M=3.18) when writing in English. This finding is consistent with Daly and Miller’s (1975) and Pajares and Johnson’s study (1994).When required to write in English, the students not only need to think over the main point and organize the thought of composition, but also choose appropriate words and sentence patterns to express their ideas. Therefore, the students are faced with different challenges on English writing, which can cause great pressure to them.4.3.2 Difference in English writing anxiety among differentgradesFreshmen in English major get the lowest score (M=3.12) on SLWAI, while sophomore get the highest score (M=3.25) on SLWAI. From the questionnaire and qualitative study, there are some reasons as follows. Firstly, before freshmen enter colleges they have done so many English writing exercises with the purpose of preparing the college entrance examination. Secondly, they often recite some English sample compositions when freshmen were in grade three of senior high school.4.4 Sources of English Writing Anxiety4.4.1 Test anxietyFrom the results of interview, 91.2% of the students expressed that in most cases they are likely to feel nervous when taking exams. Test anxiety is part of socialanxiety, particularly in an evaluation situation where learners are required to communicate in the target language. Students with test anxiety frequently experience cognitive interference and difficult to focus on the task at hand.4.4.2 Poor writing skillAccording to the results of interview, one student described his feeling:“when required to write an English essay, I do not know what should be written but enumerate words. Although sometimes I think of some materials, I do not know how to organize them, which part should be written in detail and which one should be written briefly.”Besides, some other students admit that they rarely practice English writing and even hardly form the habit of reading English materials. According to the results of the SLWAI, 38.3%of students strongly agree or agree with item5“Iusually try my best to avoid writing English compositions.”And 34.2%of the subjects strongly agreed or agreed with item 12“Unless I have no any other choice, I would not write compositions in English.”From the above, poor writing skill is an important source of writing anxiety.4.4.3 Being afraid of negative evaluation (Cognitive Anxiety)According to the analysis of the SLWAI and the reactions to the interview questions, it can be found that cognitive anxiety is one of the main sources of writing anxiety. As a usual, anxious students suffer from fear of being evaluated and judged on the basis of their writing performance. The reasons will be discussed in the following. In the process of writing, the content and form of the essay are determined by the students, and they may feel exposed and vulnerable to an audience. A student’s intelligence,experience, education and meticulousness are all exposed in the composition. So students feel threatened and become anxious by the evaluation of their writing essays.5 CONCLUSIONSThe following conclusions can be made. Firstly, writing anxiety widely exists among Chinese college students including freshmen, sophomores and juniors in English major. Secondly, results of the present study show that there is no significant difference on English writing anxiety among freshman, sophomores and juniors. Last but not least, on the basis of students’ responses to the SLWAI and the interview, some main sources of writing anxiety have been mentioned. poor writing skills may be one of the most important sources. Besides, other sources of writing anxiety contain test anxiety and fear of negative evaluation(cognitive anxiety).REFERENCESAtay D, Kurt G.(2006).Prospective teachers and L2 writing anxiety. Asian EFL Journal, 100-118.Banduara A.(1977).Toward a unifying theory of behavioral change.Psychological View,84/2,191-125.Cheng Y S. (2004).A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing,13,313-335.Daly J. (1985). Writing apprehension. In M. Rose(Ed).When a Writer Can’t Write. New York: The Guilford Press.Daly J A.(1977). The effect of writing apprehension on message encoding. Journalism Quarterly, 54,566-572.Daly J A, Miller M D. (1975).Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English,9/3,250-256.Horwitz E K, Horwitz M B, Cope J. (1986).Foreign language classroom anxiety . Modern Language Journal,70,125-132.Lee S Y, Krashen S. (1997).Writing apprehension in Chinese as a first language. ITL: Review of Applied Linguistics, 27-36.McIntyre P D, Noels K A. & Clement R.(1997) .Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47,265-287.Pajares F, Johnson M J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English.郭燕,秦晓晴.(2010).中国非英语专业大学生的外语写作焦虑测试报告及其对写作教学的启示.外语界,2,54-62.周保国,唐军俊.(2010).二语写作焦虑对写作过程影响的实证研究.外语教学,1,64-68.。

摘要对大学生而言，英语写作能全面反映学生是否能熟练运用英语，是否能流畅地表达思想，是否有创新的构思，是否有缜密的思维等能力。

因此，英语写作在学生学习英语的过程中具有重要的意义。

但是，英语写作作为考察学生输出能力的一种方式，对大学生而言是一个难度相对较大的任务。

写作焦虑是其中一个很大的障碍，主要表现在对写作的畏惧，或面对题目无从下笔，或不适应老师的授课方式等方面。

本文旨在通过对学生写作中的焦虑现状、表现和成因的分析，总结出行之有效的对策，从而缓解学生的焦虑，提升其英语写作水平。

关键词英语写作焦虑障碍教学对策English Writing Anxiety in College Students and the Countermeasures／／ＦａｎＪｉｎｌｉｎｇ，ＺｈｕＹａ＇ｎａｎ，ＷｕＢｉｎAbstractＦｏｒｃｏｌｌｅｇｅｓｔｕｄｅｎｔｓ，ＥｎｇｌｉｓｈｗｒｉｔｉｎｇｃａｎｆｕｌｌｙｒｅｆｌｅｃｔｔｈｅｉｒｐｅｒｆｏｒｍａｎｃｅｉｎｕｓｉｎｇＥｎｇｌｉｓｈａｎｄｅｘｐｒｅｓｓｉｎｇｉｄｅａｓ．Ｔｈｅｒｅ－ｆｏｒｅ，ｉｔｈａｓｇｒｅａｔｓｉｇｎｉｆｉｃａｎｃｅｉｎｔｈｅｐｒｏｃｅｓｓｏｆＥｎｇｌｉｓｈｌｅａｒｎｉｎｇ．Ｈｏｗｅｖｅｒ，ａｓａｗａｙｔｏｃｈｅｃｋｓｔｕｄｅｎｔｓ＇ｏｕｔｐｕｔ，Ｅｎｇｌｉｓｈｗｒｉｔｉｎｇ，ｆｏｒｃｏｌｌｅｇｅｓｔｕｄｅｎｔｓ，ｉｓａｒｅｌａｔｉｖｅｌｙｄｉｆｆｉｃｕｌｔｔａｓｋ，ｉｎｗｈｉｃｈａｎｘｉｅｔｙｉｓａｂｉｇｏｂｓｔａｃｌｅ．Ｉｔｉｓｍａｉｎｌｙｒｅｆｌｅｃｔｅｄｉｎｔｈｅｆｅａｒｏｆｗｒｉｔｉｎｇ，ｔｈｅｉｎ－ａｂｉｌｉｔｙｔｏｗｒｉｔｅｗｈｅｎｆａｃｉｎｇｔｈｅｓｕｂｊｅｃｔ，ｏｒｔｈｅｕｎｓｕｉｔａｂｉｌｉｔｙｔｏｔｈｅｔｅａｃｈｅｒ＇ｓｉｎｓｔｒｕｃｔｉｏｎｓ，ｅｔｃ．Ｔｈｅｐｒｅｓｅｎｔｐａｐｅｒａｉｍｓｔｏｐｕｔｆｏｒｗａｒｄｓｏｍｅｅｆｆｅｃｔｉｖｅｍｅａｓｕｒｅｓｔｏｅａｓｅｓｔｕｄｅｎｔｓ＇ａｎｘｉｅｔｙａｎｄｔｏｅｎｈａｎｃｅｔｈｅｉｒｗｒｉｔｉｎｇｓｋｉｌｌｓｔｈｒｏｕｇｈｔｈｅａｎａｌｙｓｅｓｏｆｔｈｅｉｒｐｅｒｆｏｒｍａｎｃｅｓａｎｄｃａｕｓｅｓｏｆａｎｘｉｅｔｙ．Key wordsＥｎｇｌｉｓｈｗｒｉｔｉｎｇ；ａｎｘｉｅｔｙ；ｏｂｓｔａｃｌｅ；ｔｅａｃｈｉｎｇ；ｃｏｕｎｔｅｒ－ｍｅａｓｕｒｅｓAuthor's addressＳｃｈｏｏｌｏｆＦｏｒｅｉｇｎＬａｎｇｕａｇｅｓ，ＣｈｏｎｇｑｉｎｇＵｎｉ－ｖｅｒｓｉｔｙｏｆＴｅｃｈｎｏｌｏｇｙ，４０００５４，Ｃｈｏｎｇｑｉｎｇ，Ｃｈｉｎａ１引言目前，随着全球经济一体化的飞速发展，人们对国际交流中英语水平的要求越来越高，因此大学生们对英语的重视程度也越来越高。

大学生英语写作焦虑比较研究随着全球化的发展和经济的繁荣，英语在国际社会中的地位日益重要。

尤其是对于大学生来说，英语写作已成为一种重要的技能。

每年都有大量的学生要参加各种英语考试，比如托福、雅思、GRE等。

然而，很多学生在写作中遇到了很多难题，并且很容易感到焦虑。

本文旨在比较分析大学生英语写作焦虑的原因和不同做法，并给出一些建议。

1. 语言能力的不足。

很多大学生，尤其是非英语专业的学生，在语法、词汇以及表达能力方面存在不足。

这就导致了他们在写作过程中不能流畅地表达自己的思想，很容易陷入焦虑状态。

2. 时间压力。

在许多考试中，时间通常是有限的。

大学生可能需要写三篇文章，每篇文章需要半小时，这就需要他们对时间极其敏感，并且非常高效地利用时间。

3. 思路混乱。

当大学生写作时，很多时候会因为思路混乱而陷入困境。

在表达自己的观点时，他们可能会思维跳跃，没有简洁明了的论点。

4. 缺乏信心。

英语写作需要良好的心态。

如果学生缺乏自信，往往会给自己带来压力和焦虑，因此写作难度也会大大增加。

二、不同的应对方法1. 增强语言能力。

如果一个人的语言能力不够强，那么就需要更多地练习。

学生可以参加英语口语班或者听力班，增加自己的词汇量，加深对语法运用的理解。

另外，阅读诸如新闻、小说、科技文章等材料也可以帮助学生扩大知识面。

2. 适应时间压力。

为了提高自己的时间管理能力，学生可以尝试用定时器来计时，以便更好地把握时间。

此外，他们也可以尝试不同的方法来提高速度，比如增加单词量，减少编辑时间，模仿范文等。

3. 提高论点组织能力。

学生需要了解如何构建清晰、有效的文本结构。

他们可以学习各种写作技巧，如摘要、提纲、段落、概括和扩展等。

这些技巧可以帮助他们更好地组织论点和把控整个文章的结构。

4. 增强信心。

一个自信的心态对于英语写作至关重要。

学生可以尝试写短文或者日记，为自己树立写作信心。

在思考的同时，学生也需要时常回忆自己的成就，以及自己已经做到的好的方面，并且善于积极地思考，增强自己的自信心。