A Study On The Effects Of Lexical Chunk Approach On The Alleviation Of Oral English Anxiety For Junior High School Students

When we learn English,spoken English occupies a very vital position,highlighting the students’ability to express,meet the requirement of global exchanges,and development of the society in the new times.Under the background of the globalization of“community of destiny",language communicative competence is becoming more and more important.However,we found that most of the students have no second language background since childhood,through the author’s own experience and observation of the current situation of junior high school English teaching.They have little contact with fresh and rich oral materials.Teachers are only limited to a few sentences of classroom language.Therefore,when students communicate in oral English,they are often obviously unnatural and even anxious.Language learning anxiety plays a significant part in second language learning.Excessive anxiety usually leads to bad effects,such as incoherence and frequent errors.Therefore,facing the problem of oral anxiety in junior high school English learning,the author tries to start with classroom teaching.Through the use of chunk teaching method,students’oral anxiety can be effectively controlled and alleviated,to enhance students’faith and enhance their oral communication skills.The author tries to utilize the lexical chunk approach in the spoken English class of a junior high school in Bei’an City of Heilongjiang Province and tries to find out the answers to these questions:(1)How effective is the lexical approach in alleviating junior high school students’oral English communication anxiety and oral English test anxiety?(2)What is the effect of the lexical chunk approach on alleviating junior high school students’ anxiety of evaluation and peer pressure?(3)What is the effect of the lexical chunk approach on alleviating junior high school students’ oral English class anxiety?The experiment lasted for 4 months,and the subjects were students from class 1 and class 2 of grade 1 in Bei’an No.2 Middle School of Heilongjiang Province.The author mainly adopted the methods of questionnaire,interview,and experiment.Two oral tests were conducted before and after the experiment to verify whether the lexical chunk approach can alleviate junior high school students’ oral anxiety.Finally,the data were analyzed by SPSS23.0 and the conclusion was drawn.After the teaching experiment of chunk teaching method for around a semester,the expected effect is achieved.Their oral English interest has been significantly improved and their oral English test scores have also been improved to a certain extent.Most students overcame the anxiety of oral communication,oral test,evaluation,peer pressure,and oral English class.