A Study On The Application Of The Prefabricated Chunk To English Writing In Senior High School

Recently learners, teachers and researchers have paid more and more attention to English writing, which is an important part of English learning. Various teaching approaches have been tried by teachers and researchers to improve students’ English writing ability. This paper is an empirical study of the application of the prefabricated chunk to English writing in senior high school in order to find out whether it is a useful and helpful approach to help students improve their writing ability. Prefabricated chunk is a fixed or semi-fixed unit of memory organization, which can be easily used without grammatical analysis and conscious efforts in the process of communication. The writer employed an experiment and applied the theory of the prefabricated chunk to English writing in the experiment.The experiment lasted for four months, which involved 92 students from two classes in Grade Two in NO.1 Middle School in Dandong. English writing was taught by the same teacher in these two classes. Before the experiment, the two classes were named control group and experimental group, and the writing scores of the two groups were similar. In the experiment, the teacher adopted the prefabricated chunk approach in the experimental group, while the routine writing teaching in the control group. Through this experiment and the study, the writer tried to solve these problems:(1) What effects does the prefabricated chunk have on English writing?(2) What attitude do students hold to the application of the prefabricated chunk to English writing?After the experiment, it has been believed that the application of the prefabricated chunk to English writing is an effective teaching approach through the analysis of the results. Firstly, it can increase students’ awareness of using prefabricates chunks in their compositions. Secondly, it can improve students’ writing ability effectively. In addition, it also can enhance students’ confidence and interest in English writing.Last of all, some implications of writing teaching were put forward. In addition, some limitations of this study were also pointed out. And based on these limitations, some suggestions for the further researches were proposed for the further researchers.