The Research Of Lexical Chunk Theory In Teaching English Writing In Senior High Schools

One of the tasks in foreign language teaching is to cultivate the students’ writing skills. Writing is anoutput skill of language that students must master in foreign language learning. It can measure Englishlearners’ ability of comprehensive using language and English level. Therefore, scholars and experts athome and abroad have studied, and researched the writing from different angles. They have achieved a lotof results about lexical chunk theory. The difficulty of students in writing is that they can not be effectivelyto extract and use lexical chunk. Lexical chunk is different from the traditional meaning of the word.However, it is a kind of prefabricated multiword units which has certain significance with fixed andsemi-fixed structure. It is a combination of semantics and pragmatics which has the function of the wholeextraction and output. It can improve the effectiveness of output of writing and be far beyond the wordcategory. According to Lewis’ lexical chunk classification, lexical chunk has expanded to the category ofsentence and discourse. Its importance has deeply influenced and infiltrated into teaching of Englishwriting. This paper will begin with writing teaching from the angle of classification theory of lexical chunk,and the research problems will be put forward by the author before the experiment: What is the effect todevelop students’ writing skills by carrying out lexical chunks theory? What aspects of the implement ofthe lexical chunks theory can arouse the students’ interest and improve students’ ability of autonomouslearning of lexical chunks in English writing?In order to understand the effect of writing of lexical chunk classification theory, the author selectedtwo parallel classes to do experiment for three months, to validate the research question. The oneexperimental class took lexical chunk classification approach in writing teaching. The other control classused the normal approach in writing teaching. Two classes were implemented the pre-test, post-test andquestionnaire. The results were analyzed with statistical software and the author summarized the results ofthe questionnaire.Through3months of the experiment, the experimental results show that taking the lexical chunktheory in writing teaching can improve the students’ output ability of English writing, the comprehensiveapplication ability of them and their writing performance. The effect is very well. When the students getting a higher writing sense of accomplishment, the writing output will be more fluent and natural. At the sametime, students think that lexical chunk classification is very interesting. It can alleviate the input difficultyof memorization and improve their performance with effective. They will apply autonomously cognitionthe lexical chunks in English learning and autonomously output the lexical chunks in English writing. Sothe application of lexical chunk theory is really effective to improve the English writing ability of students.