An Empirical Study On The Application Of Grammar - Assisted Word Block Method In High School English Writing Teaching

In the process of applying lexical-chunk approach into English composition teaching, there appear many grammatical errors in students’ writing although a lot of chunks are used. So it’s obvious that lexical approach is not perfect and much improvement is needed. Grammar-aided lexical-chunk approach is proposed in this research to solve the question-how to promote lexical-chunk approach. The study is mainly to find out whether the grammar-aided lexical-chunk approach is more effective in improving senior high school students’ writing ability comprehensively compared with lexical approach.109students of two natural classes in grade2from a middle school in Nanjing are the subjects of this teaching experiment. One class with54students was chosen as the experimental group randomly which was under grammar-aided lexical-chunk approach in writing class and the other with55students was the controlled one which was under lexical-chunk approach in writing class. All the other conditions including text book, teacher and the number of writing class were the same between the two groups.109participants were required to take2compositions which are from College Entrance Examination of Jiangsu province before and after the teaching experiment. From the perspective of total score which is based on the criteria of College Entrance Examination of Jiangsu province, the number of correct chunks and the score of grammar, every composition was graded by researcher herself. In the end. statistics were analyzed through SPSS19.0. The results of the teaching experiments are:for the point of the overall score of each composition, students in the group under the grammar-aided lexical-chunk approach have higher score than students under the lexical-chunk teaching approach; as to the perspective of the number of correct chunks used in composition, students under grammar-aided lexical-chunk approach use more correct chunks; as to the level of grammar in composition, students under grammar-aided lexical-chunk approach have a better performance.This research enlightened the teaching of English writing in senior high school to some existent. The grammar-aided lexical-chunk approach as an improved version of lexical-chunk approach can be introduced into English writing teaching in senior high school for it can improve students’ writing ability generally, increase the number of accurate chunks using in the composition as well as enhance students’performance of grammar.