On The Effect Of Lexical Chunks Teaching On Junior High School Students’ English Writing Literacy

As a language unit that can extract and use words,phrases,and sentence patterns as a whole,lexical chunks have been widely studied by researchers over the years.For sake of the advantages of the lexical chunks,this paper explores the application mode of lexical chunks teaching in junior high school students’ writing and its influence on students’ English writing literacy.The paper adopts the quantitative and qualitative research methods of questionnaire,test,and interview.A three-month teaching experiment was carried out for students from two parallel classes in grade 8 of Wuhan Y junior high school.Before the experiment,the initial writing level of the two classes was nearly the same according to the results of the paper tests.At the beginning of the experiment,firstly,a questionnaire survey and initial test were conducted on the subjects’ writing problems,writing attitude,writing level,and the application of lexical chunks.Secondly,the experimental class carried out innovative teaching,which integrated the lexical chunks and teaching writing,while the control class still conducted regular writing teaching according to the instruction of teaching materials.Finally,the research subjects were tested again and interviewed after class,to find out the changes in the writing literacy of junior high school students after the application of lexical chunks teaching.SPSS was used to verify the reliability and validity of the questionnaire,and do descriptive statistics,independent sample T-test and paired sample T-test on specific data.The analysis of the research data shows that the English writing literacy of the students in the experimental class has been significantly improved under the three-month lexical chunks teaching.In other words,lexical chunks teaching has positive effects on the cultivation of junior high school students’ English writing literacy.Specifically,the number of lexical chunks used by students has increased significantly;students’ writing scores have been upgraded;students’ attitudes and confidence in writing have been encouraged;students’ writing habits and strategies have been improved;and students’ personal qualities in writing have been enhanced.However,this teaching experiment still have some limitations due to unstable factors such as the short duration of the experiment,the small number of experimental subjects,and the variety of composition genres.It’s hoped that the study can be furthered in the future.