| Recently, theories of Lexical Chunk Approach have been adopted as a new pedagogical perspective into researches of language teaching. Lexical chunks, as the minimum unit of language input, memory, storage and output, possess both lexical and grammatical character. They can be stored in human's memory system as a unified whole and be retrieved directly when necessary. The application of lexical chunks to second language writing can effectively ease learners' pressure in time-limited writing, help them overcome negative transfer from their first language, increase language processing efficiency and raise of more fluent, accurate and native-like compositions.The thesis is intended to explore the impact which Lexical Approach places on the learners'English writing skills. To be precise, the teaching of lexical chunks is classified into identifying, comprehending, internalizing and accumulating. In every process, through meticulous design, teacher-learner and learner-learner interaction and promoting learners' autonomous learning ability in lexical chunks, a bridge "lexical chunks" is built between input and output of language of writing, and then explore a new method of raising learners' ability of English writing. In order to verify our research findings, this thesis carry out an experimental research, the objects of which two parallel classes in Nanjing Shuren International School both including 36 students.On the basis of a detailed experimental design and a scientific data analysis, We arrive at the following conclusions:(1) The teaching of lexical chunks can obviously raise junior high learners'ability of writing.(2) As far as frequency of utilizing lexical chunks is concerned, the students in experimental class do much better than those in contrast class.(3) The students in experimental class have higher accuracy of using lexical chunks than those in contrast class. |
