A Study On The Effect Of Word Block Teaching In Senior English Writing Teaching

English writing has been playing a key role in the English level testing, as well as in the college entrance examination. However, the teaching and learning of English writing is still suffering various difficulties. Thus, the researchers have tried to apply the Lexical Approach to teach English writing, making efforts to improve the unsatisfied situation. We call this practice as Lexical-writing Teaching Method(LWTM). So far, a lot of studies have proved the feasibility and effectiveness of LWTM. In order to verify the feasibility and effectiveness of LWTM in a more detailed and practical way, this paper tries to apply LWTM in senior high school English writing. It consists of teaching experiments and data analyses, during which the discussion will focuse on the discourse function of lexical chunks.With the explanations of the definition and classification of lexical chunks, and the analyses of Chunk-schema Theory and Discourse Analysis Theory, the author expounds the three discourse functions of lexical chunks:cohesion, coherence, and enriching the content. Meanwhile, the author makes a specific design on how to perform LWTM in senior high school. After the teaching, students are interviewed to give their reflections and suggestions. Through the teaching experiments and the analyses of students’ writing papers, the author concludes as follows:Firstly, the attempt of applying the Lexical Approach to teach English writing is effective and successful. Secondly, the practice of Chunk-schema helps students to create coherent text, as well as contributing to the output of topic-relevant chunks, so that students can write fluently, wholly and creatively.