在社会认知视角下，写作不仅是基于已有的语言学知识调用注意资源、表达语义的心理认知过程，同时还是受情感因素影响的社会认知过程。在各类语言学知识中，词汇深度知识和写作质量的关系密不可分，但这一关系并非固定不变。在写作过程中，二语者的认知资源的调用和配置会受到情感因素的调节，影响最终的写作质量。基于此，本研究拟探讨词汇深度知识和写作产出词汇质量的关系以及二语写作者的焦虑与动机在其中的作用。

本研究主要包括两个关键问题：（1）词汇深度知识和写作产出词汇质量的关系如何？（2）汉语二语者的写作焦虑和写作动机在词汇深度知识与写作产出词汇质量的关系中是否起调节作用？为解决上述问题，本研究以中级水平的汉语二语者为测试对象，让他们依次完成词汇深度知识测试、写作测试、学习者的情感因素问卷以及任务后访谈，经过整理后得到词汇深度知识水平、写作产出的词汇复杂度和词汇准确度、写作焦虑和写作动机水平等量化数据，在此基础上进行相关分析和调节效应分析，并根据访谈结果进行质性分析。

研究结果表明：（1）本研究的被试对于目标词的词汇深度知识掌握情况处于中等水平，词汇深度知识总分及各分项得分与词汇多样性和词汇难度均存在中等程度的正相关，与词汇准确度的相关关系则处于弱相关和中相关之间。（2）被试普遍存在中等水平的写作焦虑，且主要表现在认知维度上；写作焦虑在词汇深度知识与写作产出的词汇多样性、词汇难度的关系中均起到显著的负向调节作用，这意味着焦虑会抑制学习者提取已有的词汇知识资源，降低写作产出的词汇复杂度。（3）被试普遍具有较高的写作动机水平，且外部动机强于内部动机；在词汇深度知识与写作产出的词汇多样性、词汇难度的关系中，内部动机起到显著的正向调节作用，外部动机起到显著的负向调节作用。即内部动机会促进学习者提取已有的词汇知识资源，提高写作产出的词汇复杂度，而外部动机会抑制学习者提取已有的词汇知识资源，降低写作产出的词汇复杂度。

本研究证实了学习者的情感因素在语言知识与产出质量关系中的调节效应，为注意控制理论和自我决定理论对焦虑和动机作用的解释提供了例证。本文的研究结果可为汉语教师引导学习者调整写作过程中的情感状态、提升写作质量提供参考。

Writing is not only a mental cognitive process of calling attentional resources based on existing linguistic knowledge and reflecting semantics in words and sentences, but also a social cognitive process of problem solving under the influence of the writer's affective factors (Yan Rong, 2015). Among the various types of linguistic knowledge, the relationship between lexical depth knowledge and the quality of writing output is very close, but this relationship is not fixed. During the writing process, the cognitive resources called by second language speakers are moderated by individual affective factors, such as anxiety and motivation, which affect the outcome of writing output. Based on this, this study examines the relationship between depth of vocabulary knowledge and the quality of writing output vocabulary as well as the role of writers' anxiety and motivation in the relationship between the two, using intermediate level Chinese bilinguals as the target audience.

This study This research specifically includes the following questions: (1) What is the relationship between depth of vocabulary knowledge and the quality of vocabulary in writing output? (2) Do learners' motivation and anxiety to write play a moderating role in the relationship between depth of vocabulary knowledge and the quality of vocabulary. With a view to answer the questions, this study was conducted with intermediate level Chinese learners. Data were collected and analysed by having subjects complete a vocabulary depth test, a writing task, a questionnaire on learners' affective factors and a post-task interview, and this was analysed for correlation and moderating effects.

The research results show that: (1) The subjects in this study had a moderate level of the depth of vocabulary knowledge about selected target words, and the depth of vocabulary knowledge scores were moderately correlated with lexical accuracy and complexity in the writing performance and highly correlated with lexical diversity. (2) Learners generally had moderate levels of writing anxiety, and there were significant negative moderating effects in the relationships between the depth of vocabulary knowledge and lexical diversity and lexical difficulty in writing performance, i.e., the lower the anxiety level of second language speakers, the better their vocabulary depth knowledge mastery and the higher their lexical complexity. (3) Learners generally had higher motivation levels, and external motivation was stronger than internal motivation; among them, external motivation had a significant negative moderating effect in the relationship between the depth of vocabulary knowledge and lexical diversity and lexical difficulty, and internal motivation had a significant positive moderating effect in the relationship between the depth of vocabulary knowledge and lexical diversity and lexical difficulty. That is, Chinese L2 learners with lower levels of external motivation had better depth of vocabulary knowledge and better lexical complexity, while internal motivation was the opposite.

This study confirms the moderating effect of learners' affective factors in the relationship between language knowledge and writing quality, and provides an illustration for the explanation of the effects of anxiety and motivation in Attentional Control Theory and Self-determination 他、Theory. The results of this paper can provide a reference for Chinese teachers to use emotional factors to mobilize knowledge resources and improve writing quality.