The Application Of Prefabricated Chunks In The Teaching Of English Wirting In Junior Middle Schools

With the development of international communication and globalization,undoubtedly, English is becoming increasingly important as an instrument ininternational communication. To be proficiency learners in English means that weshould grasp the four skills in English—reading, speaking, listening and writing.Writing, among the four basic skills, however, is to be considered to be the mostdifficult part and the most likely to be left out. Modern English pay more and moreemphasis on the application of English. It is against this backdrop that PrefabricatedChunks Teaching Approach has been rising. Prefabricated chunks refer to fixed orsemi-fixed formulaic frames between traditional grammar and lexical items. Thesechunks can be stored and easily retrieved as a whole from human memory withoutbeing subject to generation or analysis by the language grammar. Therefore, they areideal language teaching units which set semantic and syntactic rules and context as awhole body. Native speakers retain a great many prefabricated chunks in the memory,which ensure their language expression as authentically and fluently as possible. If wewant to learn authentic English, it is vital to apply Prefabricated Chunks Teaching Approachinto China’s English teaching.In recent years, with the rapid development of language corpus, many scholarsfound through constant study that there are a large amount of prefabricated chunks innatural language. It is very important for these chunks to be applied into Englishwriting. Prefabricated Chunks Teaching has become a hot topic in modern Englishteaching. Although the role of language chunks has been paid more and moreattention by language scholars, the present studies on language chunks are mainlyconcerning the theoretical aspects. The objects of the study mainly refer to theteaching in senior high schools and universities. The research on the real applicationof prefabricated chunks to junior middle school English teaching is not enough. BothNew Curriculum standards for Junior School English and Examination Syllabus makeclear requirements for the junior middle school students’writing contents andproficiency. But for the reason of teachers’teaching method, the students’own vocabulary and grammar deficiency, and so on, many mistakes in students’writingcan be found, and the students’writing ability are not improved accordingly. In viewof this situation, instructed by the theories of Second Language Acquisition (SLA)and Language Chunks (LC), the author will make an attempt on applyingprefabricated language chunks into real language teaching in class on the basis of theprevious researches on the functions of language chunks and teaching theories inorder to truly improve the students’English writing.In response to the English writing problems existing in English teaching andlearning, this thesis mainly explores the influence of the writing grades after theapplication of prefabricated chunks to junior middle school students’English writing.Along with the higher requirements of new curriculum standard to the junior middleschool students’English composition, English writing has been an important contentin the process of English teaching. How to improve the English writing is a bigpuzzling problem not only to the students but as well to the teachers. This has becomea hot topic in today’s education circle. This thesis mainly employ three researchmethods—experiment, questionnaire and interview—to explore the effect of theapplication of prefabricated language chunks in junior middle school’s Englishteaching. Compared with the statistics collected by pre-test and post-test, the authormade the conclusion that using prefabricated language chunks teaching method canimprove students’enthusiasm and initiative in English writing and finally promote thestudents’English writing proficiency.