A Correlation Analysis On Chunks-based Teaching And English Writing In Middle School

English writing is an important form of English language output. The English writingability can reflect students’ English comprehensive ability. In traditional English teaching, thelanguage output ability is supposed to be improved by learning grammar rules and vocabularyand what is more, English writing has not been given adequate attention. Students’ Englishwriting competence has not been fundamentally improved due to the lack of good Englishwriting guidance.The theoretical basis of this experiment is the theory of lexical chunks. Lexical chunksare fixed or semi-fixed language units. The lexical approach is applied to all aspects of thisEnglish teaching experiment. By analyzing some relevant data and surveys in this thesis, theresearcher analyzes the influence of lexical chunks learning on students’ English writingability, English comprehensive ability and their English learning methods in order to explorethe significance of chunks-based teaching in English writing teaching in middle school.For a good English writing, besides the language accuracy, the textual structures, contentand the language diversity, appropriation are also important. From the perspectives ofsentence, grammar, textual cohesion&coherence and pragmatic ability, the researcher studiesthe relation between lexical chunks learning with English writing.The subjects of this research are two classes in the eighth grade in a junior high school.One class is regarded as the experimental class(64) and the other is the control class(54). Thetextbook is the English textbook in the eighth grade complied by the People’s Education Press.The regular English teaching method is used in the control class and the lexical approach isapplied in English teaching in the experiment class. The experiment lasts for a school year.The results of final English exams of the previous semester and the experimental school yearare regarded as the pre-test and the post-test of the experiment. At the beginning and the endof the research, the English and writing scores of the students in the two classes are tested with the independent samples T-test by the software SPSS13.0respectively. Twoquestionnaires are also carried out about the lexical chunks knowledge, English writing skillsand English learning approaches, etc.The research results show that the lexical approach applied in English teaching haspractical significance. It can improve students’ competence of language application, textualorganization and content in English writing. Lexical chunks learning has a big influence onEnglish writing skills and even English learning concepts, methods and other aspects. Itimproves students’enthusiasm and initiative in English learning.