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requency of nonrestrictive modifiers.The representative studies on foreign language writing anxiety from abroad are thestudies made by Hadaway(1987) and Gungle & Taylor(l 989) which investigate the influenceof foreign language anxiety on the leamers'writing course grades and the writers'interests inwriting.

In China, some researches have been done on the relationship between foreign languagewriting anxiety and writing performance (Zheng Dingming,2005; Zhang Hongbo，2008; GuoYan&Qin Xiaoqing,2010. etc.) Zheng (2005) has found that college students usually havehigh writing anxiety and students of low writing anxiety get higher scores of writing thanthose of high writing anxiety. Zhang (2008) holds that writing anxiety has a negativecorrelation with scores of writing.The research from abroad, the one by Lester Faigley& John A. Daly & Stephen P. Witte(1981) measured writing performance from two aspects: holistic rating and internalcharacteristics. However, there are not many researches in China having linked foreignlanguage writing anxiety with writing performance which will be measured from two aspects,namely from subjectively rating the essays for overall quality, and from describing certaininternal characteristics of the essays themselves, such as words per T-unit, words per clause,the frequency of nonrestrictive modifiers and so on. (Cooper&Odell, 1977).In this thesis, the author is going to look at the influence of writing anxiety on writingperformance of English majors from the holistic scores of their writing and from the internalcharacteristics of their writing by using Yuh-show Cheng's questionnaire SLWAI (SecondLanguage Writing Anxiety Inventory). In order to measure students' writing performance,students are asked to write a composition within limited time and on a given topic. Besides,four widely used indices of the internal characteristics of writing will be examined, that is,words per T-unit (W/T) and words per clause (W/C) representing syntactic length, clausesper T-unit (C/T) and dependent clauses per clause (DC/C) representing syntacticembeddedness. A T-Unit is defined as either an independent clause and all its dependentclauses, or as an independent clause only. A clause equals an overt subject and a finite verb(Polio, 1997), Hunt concluded that the mean T-unit length and the mean clause length werethe best measures of "syntactic maturity” and this is also supported by O'Donnell, Griffinand Norris (1967). Monroe (1975) holds that T-unit length is a more valid indication oflanguage maturity than sentence length. Lu Xiaofei (2011) regards that mean length ofclause (W/C) is one of the best candidates not only discriminating two or more adjacentlevels but also increasing linearly across all four levels. Besides the mean T-unit length(W/T), clauses per T-unit (C/T) is widely used to measure syntactic maturity. The higher theratio，Mean Clauses per T-unit, the more clauses a T-unit contains (Monroe, 1975). Manyresearchers have found that increase of ratio, Mean Independent Clause per Clause (DC/C)will indicate the increase of writing performance. Besides, many researches byWolfe-Quintero et al. (1998) concluded that mean length of T-unit, mean length of clause,clauses per T-unit and dependent clauses per clause were the most satisfactory measures ofwriting development. Thus, it is necessary to study the influence of writing anxiety on thescores of writing and the internal characteristics of w本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。