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摘要：Theinternal characteristics of writing is measured by only four index (W/T, W/C，C/T，DC/C)，and there are other index to measure students' writing syntactic ability such as the usage ofsubordinate clauses，passives and discrete syntactic patterns，in particular reduced structures.Accordingly, the further researches can choose more students from different universitiesas subjects. And a qualitative analysis can be applied to the future study to investigatestudents' thinking process in writing. Furthermore, the relationship between writing anxietyand other index of writing performance such as usage of dependent and independent clausesand reduced structures can be examined in the future researches.

4.4 Results of Correlation between Writing Anxiety Mid Writing Scores......... 30

4.5 Results of Correlation between Writing Anxiety and Internal ............. 31

4.6 Dicussion and Implication............................... 33

Chapter Five Conclusion............................... 37

5.1 Conclusion............................... 37

5.2 Limitations and Suggestions for Further Research................ 38

Chapter Five Conclusion

The present thesis investigates the relationship between English majors' writing anxiety andwriting performance reflected in two aspects: writing scores and internal characteristics ofwriting. This part provides a conclusion for the whole empirical study, including two parts:the first part is to summarize the findings of the present thesis; the second part is to proposethe limitations of the present research and the directions for the future study.

5.1 Conclusion

According to the results and discussions of the present thesis, the findings of this study aresummarized as follows:Firstly, Descriptive Statistics shows that English majors in universities feel moderatewriting anxiety and among three subscales of writing anxiety, cognitive writing anxiety isexperienced the most，and then is avoidance behavior, somatic writing anxiety. Secondly, theIndependent-s泣nples T Test indicates that the high and low score group of overall writinganxiety and avoidance behavior both have significant differences in writing scores,meanwhile overall writing anxiety and its three subscales all have no significant differencesin the internal characteristics of writing. Thirdly, Person Correlation Analysis reveals thatonly avoidance behavior is statistically negatively correlated with writing scores and themean length of T unit (W/T). Based on the above findings, some suggestions for the futurewriting teaching are proposed in the present thesis. In the future writing teaching, anxiety-animportant affective factor should be attached more importance and teachers should adoptmany effective ways to reduce students' writing anxiety when they are confronted withwriting tasks. Purthennore，this thesis explores the relationship between writing anxiety andinternal characteristics of writing. Thus, author suggests that we should pay attention to thedevelopment of students' writing syntactic ability as well as the language structure in theirwriting, trying to cultivate students into the compound talents as “Syllabus for EnglishMajors in China” has requested.

5.2 Limitations and Suggestions for Further Research

The results and findings of this thesis are obtained from the data collected from Englishmajors of sophomore and junior in Southwest Jiaotong University, which may lead to limitedvalidity for English learning contexts. So there are some limitations listed as follows:Firstly, the sample in the present study is collected from only one university and thenumber is not so large that it may be difficult to apply the findings to all Ihe learners inChina.Secondly, the present thesis studies the relationship between writing anxiety and writingperformance which is reflected in writing scores and internal characteristics of writing. Theinternal characteristics of writing is measured by only four index (W/T, W/C，C/T，DC/C)，and there are other index to me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。