An Experiment On The Employment Of Prefabricated Lexical Phrases In English Writing

This paper is an experiment on the employment of prefabricated lexical phrases in English writing. By reviewing the related literature, the author has gained some hints that the approach to improving acquisition of Chinese learners might be using prefabricated lexical phrases in writing tasks. Therefore, the author intends to combine the former theories together and put them into practice. During the period of last year, the author conducted an experiment in which the experimental group was required to practice prefabricated lexical phrases in their writing tasks whereas the control one was allowed to write whatever they liked every other week. In order to compare their performance effectively and reasonably, the author designed pre- and post test respectively at the beginning and end of the term and asked them to submit an essay on a given topic. By analyzing the data gathered, the author finds out that the experimental group performed better than the control one. In this study the author tries, too, to discover the relationship between the individual factors and EFL acquisition in this study. I designed two sets of questionnaire, aiming at understanding the learners' background information, their attitude toward English writing and their strategies employed in the course of learning. Then the author employed the, software, spss. in data statistics which revealed the relationship between prefabricated lexical phrases, gender difference, evaluation methods, learners' affective factors and English writing acquisition in this study. It reveals some relationships embodied in this research, for example, prefabricated lexical phrases could enhance learners' writing capacity to a great extent and two-in-one evaluation method would be objective and reasonable in assessing learners' performance; the difference in sex has-little to do with writing performance; the amount of vocabulary has a strong correlation with writing capacity; teacher's positive remarks would promote learners' confidence in English learning and etc. In addition,this paper tells us in what way could the learners' motivational and attitudinal factors as well as strategies put an effort to correlate strongly with their English acquisition, e.g. the majority of the subjects believe that receiving good remarks or being praised is the key to promoting their writing practices. Therefore, we could consider that in our future teaching career the way to enabling learners to gain their confidence and arouse their interests in learning is to guide them positively to a great extent. Then in this way the paper points out some weaknesses in and offers us hints on teaching English writing. By analyzing the significance of learners' satisfactory degree, the paper proves the feasibility of the hypothesis that prefabricated lexical phrases could improve learners' writing competence and even English acquisition. It, therefore, casts light on the future English teaching and even English learning in essay writing as well.