Chapter 1 Introduction
1.1 The Background of the Study
谁都很着急，毫不犹豫地落笔在面对英语写作任务的生动形象的英语学习者关于大多数英语教师是相当可观的。一般来说，英语写作焦虑是一种相当普遍的问题，在中国的英语学习者（昊浩，2017年，谷王，2017年，黄，2017年，2017年张诚，2017年，英语论文范文，郭和清，2017年，郭，2017）。大部分学生都不愿写英语作文，甚至害怕。作为语言学习的重要情感因素之一，学生的语言学习焦虑很少为代价的英语教师。缺乏有效的师生互动，带来了一部分学生的不安全感和焦虑的感觉。因此，他们可能会变得过于紧张，以生产高品质的输出。这是一个突出的问题，有瘟疫英语学习者和教师很长一段时间。教育部门颁发的普通初中高中英语课程标准于2017年，学生的需要特别关注的基本信念，激励他们以学生为中心的学习，英语毕业论文，促进，尊重个体异同，并给予更多的重量，形成性评价等等。从那时起，已经进行了各种探讨，以满足新课程标准的目标。从片中找到吸引了探讨者的关注学生的情感因素和个体异同，在很大程度上忽视了在过去。
The vivid image of English learners who are very anxious and hesitate to put pen to paper in face ofEnglish writing tasks is quite impressive for most English teachers. Generally speaking, English writinganxiety is a rather common problem among Chinese English learners (Hao & Hao, 2017; Gu & Wang, 2017;Huang, 2017; Zhang, 2017; Cheng, 2017; Guo & Qing, 2017; Guo, 2017). The majority of students areunwilling to or even afraid of writing English compositions. As one of the crucial affective factors inlanguage learning, student language learning anxiety rarely comes into the consideration of Englishteachers. Lack of effective teacher-student interaction brings a feeling of insecurity and anxiety in the partof the students. As a result, they may become too nervous to produce output of high quality. This is a salientproblem that has plagues English learners and teachers for a long time.Educational department issued General Junior High School English Course Criteria in 2017, with thebasic beliefs of paying special attention to student needs, motivating them, promoting student-centeredlearning, respecting individual differences and giving more weight to formative assessment and so forth.Since then, various kinds of research have been conducted to meet the goals of the New Course Criteria. Ithas attracted researchers’ attention to student affective factors and individual differences which werelargely neglected in the past. During this tide, multifarious kinds of means to reduce English writinganxiety are attempted. Solutions range from writing instruction strategies (Zhang & Zhang, 2017; Liang,2017) to assessment manners (Cheng, 2017) to English input such as recitation (Xing, 2017) and so on.Against this background, the Length Approach proposed by Wang Chuming (2017, 2017) becomes a favorof many researchers in the English writing field in that it advocates care for affective factors of studentwriters and encourages them to freely and truly express themselves. Relevant studies (Fang, 2017; Lu, 2017;Pan, 2017; Gan, 2017; Wang, 2017) show that The Length Approach is useful in activating students’positive attitudes towards English writing and ultimately improving their English writing achievement.
Wang (2017) suggests that as one of many English writing teaching approaches, The Length Approachis better suitable for English learners who have already mastered basic knowledge of English vocabularyand grammar, and his experimental subjects are English majors in college. Actually, student affectivefactors tend to be steady once established. It is of extreme significance to cultivate positive attitudes fromthe beginning. Therefore, high school students’ English writing anxiety deserves adequate concern. On the base of the fruitful achievement of the Length Approach, Wang (2017) makes some adjustments andproposes the Task-based Length Approach to meet the need of high school students, most of whom may beincapable of
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