A Study On The Application Of Lexical Chunks In English Writing Teaching In Junior Middle School

Since a couple of years ago, with the development of corpus linguistics, the study of vocabulary has been paid more and more attention. There are huge amounts of fixed or semi-fixed language structures which have the same features with sentences and vocabulary in our language. These chunks, as a whole, reserve in the human mind. It is the optimal unit in language processing. The existence of chunks accelerated the speed of language processing. It has great significance for language acquisition and promoting the fluency of language output. Chunk research broke through the defects of traditional structural teaching method and communicative approach.Becker is the first person who put forward the concept of lexical chunk. He thought that lexical chunks are the words which are reserved in the mind as a whole, which can be used as a whole or can be altered as the chunk for extracting and using for learners. Lexical chunks approach focuses on syntax, semantic and contextual. Through the collocation of words, language is applied in the expression, it not only helps students to accumulate vocabulary, but also enhances the students’ autonomous learning ability. In this experiment, the author regards lexical chunks as the main line of the paper and sees the textbook as the source, trying to guide the students through the recognition, internalization, absorption, accumulation and a series of activities by inputting chunks, which are related to the English writing throughout lexical chunk teaching. This study aims to solve the following problems:1.Can the implementation of the lexical approach make a greater improvement in junior middle school students’ writing performance than traditional approach?2. Can the teaching of lexical chunks have a good effect on increasing the junior middle school students’ quantity of lexical chunks?3. What effect does lexical chunks approach have on junior middle school students interests in writing?In this experiment, the participants are 79 students of grade three from two randomly occurring classes in Daqing No.10 Middle School. Class three is randomly designated as the Experimental Group and Class four is regarded as the Control Group. The research tools were mainly questionnaires, pre-test and post-test, the data obtained by SPSS17 software for statistical analysis. The experimental results show that:The implementation of the lexical approach can improve junior high school students’ writing performance in junior middle schools. Through the experiment, the chunk quantity of experimental class’ students increased significantly, and the writing scores are significantly higher than the ones of controlled students’ class. The teaching of lexical chunks can effectively level up students’ interest in writing and their autonomous learning ability of English. After the experiment, the lexical chunk learning strategies, which students have acquired in the experimental stage, greatly inspired students’ desire to learn writing autonomously and enhanced the students’ confidence in learning English.