The Application Study Of Lexical Chunks Theory On English Writing In Junior Middle Schools

Recently, Lexical Chunks Theory has been adopted as a new teaching theoryappearing in the field of language teaching. Lexical chunks, as the minimum unit oflanguage input, memory, storage and output, possess both lexical and grammaticalcharacter, they can be stored in human’s memory system as a unified whole and beretrieved and extracted directly when necessary. The application of lexical chunks toEnglish writing can effectively ease learners’ pressure in time-limited writing, help themovercome negative transfer from their mother language, improve information processingefficiency and finally make learners write out more fluent, accurate and native-likecompositions. So Lexical Chunks theory has a very broad application prospect in Englishwriting.In this research, the researcher guides students to learn lexical chunks related towriting by a series of input activities such as identification, assimilation, accumulation, andso on. Meanwhile, the researcher puts Lexical Chunks Approach into writing processthrough teacher-learner’s and learner-learner’s interaction, discussion and evaluation, andguides the students to extract, modify, output, and consolidate lexical chunks. In order toexplore a new method of raising learners’ abilities of English writing, it’s necessary to setup the bridge of “lexical chunks” between input and output of writing. In addition, duringthe experimental period, the researcher pays more attention to cultivating learners’ learningstrategies of lexical chunks in the hope of promoting learners’ autonomous learningabilities in junior middle school English (JMSE) writing.The results of the research show that：1. The Lexical Chunks Approach can effectively improve learners’ interest in Englishwriting and their autonomous learning abilities. Compared with pre-test period, learningstrategy of lexical chunks acquired by learners in the experimental period can stimulatestudents’ interest in English writing and their self-confidence in learning English.2. The Lexical Chunks Approach can obviously raise junior middle school students’(JMSS) lexical chunks level and writing abilities. Through the experiment, the quantity oflexical chunks of students in experimental class (EC) increased greatly, and the students’writing scores in EC were significantly higher than that in control class (CC).3. The Lexical Chunks Approach can improve the English writing proficiency ofJMSS. The students in EC can write more accurate and fluent composition than that in CC.