The Empirical Study Of Lexical Chunk Comparative Teaching Method Applying In Senior High School English Writing

This study adopts quantitative and qualitative analysis, through the analysis of thedefinition of “comparative teaching method”,“lexical chunks”, the theoretical basis of“comparative teaching method”, the relationship between English writing and lexicalapproach, aiming at the effect of this Lexical Chunk Comparative Teaching Method. Thisexperiment takes two classes (total80students who are all second year students) with similarsituation in Xinxian NO.1Senior High School in Henan province as samples; one class ascontrol group, and the other as experimental group. This experiment contains a pretext and apost-test. The pretext is at the beginning of the term, and the topic would be the Englishwriting topic of Jiangxi2009University Entrance Exam. The pose-test would be at the end ofthe term and the topic would be the English writing topic of Zhejiang2008UniversityEntrance Exam. This experiment will last for20weeks. The experimental group takes thisnew teaching method, and the control group takes the traditional teaching method. After thestatistic analysis of the outcomes of this experiment, the conclusion is achieved: lexicalchunks comparative teaching method plays a promotive role in high school students’ Englishwriting teaching. And in the process, the author will give both teachers and students someadvises, hope to help them get a better understanding of Lexical Chunk Comparative TeachingMethod.