The Application Of Chunk Theory To English Writing Teaching In Junior Middle School

In recent years, chunk theory is getting more attention in English teaching. Chunk,which combines a set of vocabulary and grammar, is an important unit of the language. Ithas a very broad application prospect in the English writing teaching. Chunk is thesemi-finished products of language, which can be stored as a whole in the memory and canbe directly extracted from our memory when we need. It can effectively improve theefficiency of language resources information processing, alleviate the pressure of thelearners’ timed writing, and overcome the influence of the negative transfer of mothertongue.In this thesis, we try to explore the effect of English chunk teaching on students’writing ability through the experiment. Specifically, we divided the chunk teaching intothree stages: refined accumulation of chunk, chunk understanding and using, theconsolidation and internalization of chunk. At each stage, the author tries to cultivate thestudents’ autonomous learning ability through the elaborate design and the interactionsbetween students.“Chunk” has become the bridge of writing between language input andoutput, and offers a new way to improve students’ writing ability effectively. To check theresults of our study, we carried out empirical research, and the research object includes twoparallel classes of Grade1in Guiyang No.34junior middle school. The number of eachclass is36students: one class takes the chunk teaching; another class adopts regularteaching. Then, the two different classes were analyzed. After the experiment and scientificrigorous analysis of the data, we can conclude that chunk learning has a certain promotingrole in junior middle school students’ English writing: after chunk learning, theexperimental class uses the chunk more frequently than the control class; after a chunkteaching, the experimental class has higher accuracy in using chunk than the control class.Besides, chunk teaching method can effectively improve the students’ interest in learning towrite and the ability of autonomous learning to write.