Chapter One Introduction
1.1 Research Background
Language learning is a very complicated process，which is influenced by a variety off actors. Since the 1950s, researchers have begun to concentrate on learners' learning(internal factor) instead of teacher' teaching (external factor). Cognitive factors have traditionally been considered to be the key factors in success in learning a foreign language,while emotional factors have been neglected for a long time, giving rise to emotional illiteracy. Actually, cognition and affect are inseparable from and complementary to eachother. Influenced by humanistic Psychology and some theories in other disciplines，peoplehave become aware of the importance of affective variables in explaining individual differences in second language acquisition.Among the various affective variables, anxiety is considered to be one of the mostimportant factors in foreign language learning and to play an important role in determining students' success or failure in foreign language classes. An increasing number of researchers and instructors have paid their attention to the effects of anxiety on language learning since the 1970s. It has been confirmed that nearly one third to one half of alllanguage students experienced debilitating levels of language anxiety. Language anxiety is a rather pervasive and prominent force. A great quantity of studies have shown that anxiety has a negative effect on language achievements which are measured by course grades，standardized test, task performance and the learning process, etc. (Aida, 1994; Ganschow& Sparks，1996; Horwitz, 1986; Maclntyre & Gardner, 1989，1994; Trylong, 1987).
1.1探讨背景
语言学习是一个非常复杂的过程,受多种演员了。1950年代以来,探讨人员开始专注于学习者的学习(内部因素)而不是老师的教学(外部因素)。认知因素历来被认为是成功的关键因素在学习一种外国语言,而情感因素长期受到忽视,给上升到情感文盲。实际上,认知和作用是分不开的,彼此互补。受人本主义心理学和其他学科的一些理论,人们已经意识到情感变量的重要性在解释个体异同在第二语言习得。在不同的情感变量,焦虑被认为是一个重要的因素在外语学习和扮演重要的角色在决定学生的成功或失败在外语类。越来越多的探讨者和教师都将目光投向了焦虑的作用在语言学习自1970年代。它已经被证实,近三分之一至二分之一的学生alllanguage经验水平的语言焦虑的衰弱。语言焦虑是一个相当普遍和突出的力量。大量探讨表明,焦虑作用语言成就所测课程成绩,标准化考试,任务绩效和学习过程,等等。(《阿伊达》,1994;Ganschow&火花,1996;霍维兹,1986;Maclntyre &加德纳、1989、1994;Trylong,1987)。
Most previous researches focused on general foreign language anxiety, whereas theanxieties related to specific language skills have been largely neglected. In the 1990s, someexperts shifted their focus to language-skill-specific anxieties, which are speaking anxiety(Philips，1992), listening anxiety (Kim, 2017; Vogley, 1998)，reading anxiety (Saito,Horwitz & Garza, 1999) and writing anxiety (Cheng，Horwitz & Schallert, 1999). A newtrend has emerged to identify more specially the sources of anxiety and the relationship of anxiety to various second language proficiencies (Horwitz, 2017). Nevertheless, theresearch concern is limited to speaking, as speaking is assumed to be the mostanxiety-provoking. Compared with other skills, studies on writing anxiety at home andabroad is scanty. In spite of this inadequacy, some investigators have found that writinganxiety is negatively associated with the qualitative and quantitative measures of writers'compositions, the composing process，and some learner variables, etc. (Bannister, 1992;Cheng，英语论文范文，2017; Daly，英语论文范文，1977; Daly & Miller，1975; Faigley，Witte & Daly，1981; Masny &Foxall, 1992), However, most researchers have conducted studies on writing anxiety offirst language learners，especially native speakers of English in the United
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