The Application Of Lexical Chunks To English Writing Teaching In Senior High School

In1975, lexical chunks were introduced to English speakers byBecker as a new concept. They were considered as the composites ofsyntax, semantics and context. The lexical chunks can be stored andretrieved as a whole. In view of this, if lexical chunks could be involvedin English study as the input units, the memory burden of students wouldbe decreased while their studying efficiency increased. What’s more,the application of lexical approach in teaching of writing will probablyrelieve the students of writing pressure and ease the negative transfer oftheir native language, thus, their writing works could be more native-like,accurate and logical.The paper takes lexical approach and daily English teaching insenior high school as entry point, and talks about the focus of applyinglexical approach in English writing teaching in senior high school. Thecontrast analysis method was applied to find the advantage of lexicalapproach used in writing teaching. After the experiment, the authorcontrasted the frequency and proficiency of using lexical chunks inwriting works between experiment class and control class, andinterviewed some students of the control class, as the result, thefeasibility and advantage of applying lexical approach in English writingteaching in senior high school is proved. Based on such results, theauthor came to conclusion below:1. More attention should be paid to training the self-study ability ofthe students.2. More attention should be paid to training the lexical chunksoutput ability of the students.3. Grammar analysis should also be focused on, while we applylexical approach to teaching.This paper is of seven chapters. Chapter1is the introduction to the study background, purpose and structure of the paper. Chapter2mainly deals with the lexical chunks and their definition, classification,theoretical principles and function. Chapter3mainly talks about theanalysis regarding the situation and problems of writing teaching insenior high schools. Chapter4introduces the concept of lexicalapproach in teaching and talks about its effects and principles inwriting teaching. Chapter5is the emphasis of the paper. Besides theintroduction of the experiment’s hypothesis, participants and plan, theauthor talks about how to apply lexical approach to writing teaching indetail. Chapter6analyzes the result of the experiment and concludesenlightenment by such to teaching and studying. Chapter7is theconclusion and limitation of this practice.