Study On The Application Of Prefabricated Chunks To English Writing

English writing is an important part of the English teaching in senior high school. Improving students’ English writing proficiency is one of the objectives of English teaching; the New Curriculum Standard also emphasizes the importance of writing in English teaching. However, the present situation of English writing is not satisfying in senior high school, and how to help students improve their writing proficiency and how to update the current teaching method have become a challenged task. Therefore, it is necessary for senior high school English teachers to try new teaching method and then find efficient one in the teaching of English writing.Prefabricated chunks are the minimum unit of language input, memory, storage and output, possessing both lexical and grammatical characters. They are stored in human’s memory system as a consolidated entirety and can be retrieved directly for the learners when necessary. Many linguists are focusing on the mass use of the structural language. The application of prefabricated chunks to English writing teaching arouses the author’s interest.This thesis is to investigate the impact of prefabricated chunks teaching on××Senior High School in their English writing ability and motivation in learning.94students from two classes in Jinzhou Second Senior High School were randomly selected, and one as the control group accepting the traditional teaching method and one as the experimental group accepting prefabricated chunks. First of all, two groups of students are surveyed with questionnaires on their motivation in learning English, SPSS software is used to process the collected data and no difference is found. Second, the SPSS software is used to analyze the pre-test results of the experimental group and control group and no significant difference is testified between the two groups in their English writing capability. Then, the experimental group experience18-week prefabricated chunks experiment, while the traditional writing teaching approach is employed in the control group. Through post-questionnaire, the control group almost remains no change in their motivation in learning English while the experimental group improves positively. Finally, the SPSS software is used to analyze the panel data of test scores collected from the experimental and the control group as well. It is found that after a semester of study, the writing scores of the control group stay no significant change. Instead, that of the experimental group changes significantly. Subsequently, five levels of the post-test scores in the experimental group are defined and each student is randomly selected from each level for an interview and it is found that most students like prefabricated chunks teaching in the writing class and positively identify that prefabricated chunks teaching can improve their motivation and writing abilities in language learning.