The Study On The Application Of Lexical Chunks To English Writing Teaching In Senior High School

As a foreign language, English is becoming more and more important in society especially in schools. During English learning, writing is one of the four English learning parts(listening, speaking, reading and writing), and writing competence is also a relatively difficult part to be improved. As for senior high school students, they have to take the College Entrance Examination before their graduation, and this exam is vital and special in their life, so how to improve students’ writing competence is meaningful to them. The lexical chunks are studied by some experts both in China and abroad. Generally speaking, lexical chunks refer to phrases, collocations, sentence builders and idioms and so on. Yet many experts have applied lexical chunks in college students’ vocabulary, writing learning or oral English learning. However, whether the lexical-chunk approach can improve their writing competence or not is being paid great attention by the author.This research puts into practice in a senior high school and it lasts for four months. The author chooses two certain classes from Grade 2 as the subjects. One class is taught lexical-chunk theory while the other is not. During the research, there are also three research questions roughly including what senior high students’ attitude to English writing is, how the English teacher applies lexical-chunk approach into writing teaching, and whether the senior high students’ writing competence is improved or not after the application of lexical chunks.Besides, three instruments are adopted in the research—questionnaires for students, classroom observation, and the experiment which involves pre-test and post-test.After almost four-month experiment, the research results prove that students’ writing scores in experimental group have improved and students’ awareness of the lexical chunks have been aroused compared with the controlled group. As a result, the application of lexical chunks to senior high students’ English writing can improve their writing competence to some extent, and the author also hopes that this thesis can supply an effective way for senior high students’ writing.