An Empirical Study On The Influence Of Lexical Chunk Approach On Rural Senior High School Students’ English Writing Ability

Since the beginning of the new curriculum reform,research on English writing teaching in senior high schools has never stopped.However,English writing teaching in rural senior high schools is a cause of concern.Teachers do not pay enough attention to writing teaching and effective teaching methods.The students have an intense fear of writing because they lack a rich language environment.This research takes the lexical chunk approach as guidance to help students overcome the difficulties in learning English writing and enhance the students’ comprehensive English literacy.It draws on empirical research to verify the feasibility of the lexical chunk approach in high school English writing teaching.It analyzes the specific lexical chunk approach in teaching high school students writing.Lewis’ s lexical chunk approach has brought new enlightenment to English teaching.Some research results have proved that applying the lexical chunk approach in English writing can improve students’ writing ability.However,most of the previous research mainly focuses on college students.The research scope is hardly expanded to senior high school students,especially rural high school students.This experiment takes two science classes of senior high school in Nanhua County,Yunnan Province,as the research subject,selected as an experimental class and a control class.The experiment lasts for one semester.The purpose of this experiment is to discuss the following two questions:(1)Does the lexical chunk approach improve the English writing ability of rural high school students?(2)Does the application of the lexical chunk approach to English writing teaching in rural high schools enhance students’ interest in writing? The experimental class adopted the specific teaching mode based on the lexical chunk approach(recognizing lexical chunks —accumulating lexical chunks — applying lexical chunks)for teaching.In contrast,the control class adopted the traditional method for writing teaching.After the experiment,SPSS19.0 was used to compare and analyze the writing scores of the experimental class and the control class.The lexical chunks used by each of the classes in the post-test exercises were analyzed,and 15 students were selected according to different fractions for the interview.The results show that:(1)Implementing the lexical chunk approach in rural high schools is beneficial to improve students’ writing ability.The writing performance of the experimental group has been significantly improved.It can be seen that the application of lexical chunks enriches students’ writing,and the articles appear fluent and accurate,thus improving their writing ability.(2)Students’ interest in writing has been improved.With lexical chunk awareness formed,students have reduced their fear of English writing and improved their writing confidence.The above research shows that the lexical chunk approach can improve the English writing ability of students in rural high schools and arouse students’ interest in English writing.This study has particular significance for guiding the teaching of English writing to rural high school students.