| Recently the use of lexical chucks in language acquisition has received more and more attention across the world. As a ready-made memory unit, acquired and stored in the learners’ brain, lexical chunks can be used as a whole, thus playing a significant role in English writing. Among the four skills in foreign language learning, writing hasn’t drawn enough attention. The present situation of English writing in senior high school is very worrying and many middle school students’ writing needs to be improved urgently. Though they have mastered a lot of English words, there are still a lot of problems in language output. They are still weak in vocabulary accumulation, text organizations and their expression of English is not authentic. Lexical chucks in language acquisition can effectively solve the problem, which can benefit vocabulary teaching and the teaching of writing. This essay mainly deal with the following questions:1) Will adopting lexical chuck instruction really benefit students’ writing?2) How to improve the students’ English writing level?This experiment involves60senior one students from Lu he High School in Jiangsu Province, with30students in each class. One of the two classes is meant to be an experimental group and the other control group. Over the experiment, the teacher instructs students as usual and in the experimental group, students are guided according to the lexical chuck theory. Besides, the60students are required to take pre-and post-writing tests. At the end of the experiment the author presents a questionnaire about their attitudes towards writing to the60students. And in the end, the author will analyze the scores of the2tests.The survey shows that the use of lexical chucks in EFL writing indeed benefit students’ writing in some way. What’s more, students from EG obviously have gained more confidence. The findings reveal that the lexical chunk teaching can have a positive effect on students’ English learning, which improves students’ writing performance. |
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