The Empirical Study On Applying Lexical Chunk Approach To English Writing Teaching In Senior High School

Recently, theories of lexical chunk approach have been adopted as a new pedagogical approach to language teaching. Lexical chunks were considered as the integration of syntax, semantics and context, which can be stored and retrieved as a whole. In view of this, if lexical chunks could be involved in English study as the input units, the memory burden of students would be decreased while their studying efficiency increased. What’s more, the application of lexical chunk approach in teaching of writing will probably relieve students’ pressure of writing and ease the negative transfer from their native language, thus, their writing works could be more native-like, accurate and logical.The study attempts to demonstrate the feasibility of application of lexical chunk approach to writing teaching theoretically from Michael Lewis’ lexical chunk approach by analyzing the requirements of New English Curriculum Standard. Therefore, the paper takes lexical chunk approach and daily English teaching in senior high school as entry point, and talks about the effects of applying lexical chunk approach in English writing teaching in senior high school. Through one-term experiment in the way of writing tests, questionnaires, findings to the research questions can be concluded as follows:(1) Lexical chunk approach in high school English teaching is feasible.(2) Lexical chunk approach can effectively improve students writing scores.(3) Lexical chunk approach can effectively increase the quantity and improve the quality of lexical chunks in the English composition.(4) Lexical chunk approach can effectively develop the habit of learning and autonomous learning ability.