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摘要：The author intends to explore the general state of writing anxiety of Chinese EFLstudents and the relationship of writing anxiety with writing achievements. To be specific,the difference in writing achievements between different anxiety groups is compared.Further efforts are made to reveal the effects of writing anxiety on concrete factors ofwriting—content，organization, vocabulary, grammar and mechanics as measured byanalytic scoring.

States. Thelimited studies concerning writing anxiety in second language often produced mixedresults (Gungle &Taylor，1989; Hadaway, 1987; Masney & Foxall，1992).
In second or foreign language teaching and learning, writing plays a very essentialrole. In reality, students usually perceive writing to be the most difficult activity andcomplain that they have great difficulty in writing compositions in English. They feelapprehensive when they retrieve vocabulary and sentence patterns from their memory invain and rack their brains for something to write about to meet the requirement ofminimum number of words. They simply practice their writing by means of directtranslations occasionally. The reason for the above problems may partly lie in thecharacteristics of writing itself. Writing is an important, integrative and complex skill inlanguage learning. Writers are required to demonstrate simultaneously a mastery of relatedknowledge and a number of skills that they are uncertain about. Under such circumstances,students may easily experience anxiety in writing. Therefore, addressing foreign languagewriting anxiety merits more concern,

Chapter Two Literature Review

This chapter presents a general picture of previous studies on the topic concerned andbuilds up a basic framework for the present study. It starts with the definitions andclassifications of anxiety. Then foreign language anxiety is described in terms of itsdefinitions, classification and causes. The relationships of anxiety with languageachievements and some learner variables are also expounded here. Finally foreignlanguage writing anxiety is introduced, including its definition, the relations betweenwriting anxiety and writing achievements as well as learner variables.

2.1 Studies on Anxiety
Anxiety is experienced by all normal human beings, and is associated with thenegative emotions of fear，worry, tension, frustration, uneasiness, and self-doubt, etc. Abrief review of the definitions and classifications of anxiety is offered in this section。

2.1.1 Definitions of Anxiety
As a complicated psychological concept, anxiety has not received a universally agreeddefinition until now. Spielberger (1972) defined anxiety as an unpleasant emotional stateor condition that is characterized by subjective feelings of tension, apprehension, andworry, and by activation or arousal of the automatic nervous system. May (1996: 205)offered this definition，"anxiety is the apprehension cued off by a threat to some value thatthe individual hold essential to his existence as a personality". This emotional state hasboth negative and positive effects that motivates and facilitates as well as disrupts andinhibits people's cognitive actions, such as learning. Anxiety can exert a pervasiveinfluence on affective，cognitive，and behavioral functioning. The definition proposed bySpielberger (1972) is followed in this thesis.

Chapter Three Methodology......... 36-41
    3.1 Research Questions......... 36
    3.2 Participants......... 36
    3.3 Instruments .........36-39
        3.3.1 Questionnaires......... 37
        3.3.2 Interviews......... 37-38
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