| English teaching focuses on the basis of English knowledge in Junior middle school, writing is essential. Students have learned lots of words and grammar but it is difficult for them to write a good essay. They don’t know how to express themselves correctly.So do the junior students in No.103 Middle School in Xinjiang. There is no specific writing textbook and specilized lessons of writing in Xinjiang. So students can only use simple Chinese-style English to write essays. The experiment is made in the No.103 Middle School. Class 2 is the experimental class, class 3 is the comparative class who are taught in traditional way. There are two research questions:1. Can the lexical method improve the English writing composition of students of No.103 Middle School in Urumqi? 2. How is the students’ attitude about the lexical approach of No.103 Middle School in Urumqi? In this assay, the writer used examination, questionnaires, interview as the research tools, and the action research and experimental method to do the study. In order to change the problem, the writer adopted the lexical approach in writing to teach the students who are studying in junior two of No. 103 Middle School in Urumqi.Chunking with syntax, semantics and context characteristics,it has its specific structure and relatively stable meaning. It offers the accuracy and fluency of language to use. In this essay, the writer applied the lexical approach to the real classes and did the experiment for a period of half a year. After a performance, the writer took two examinations and put the data into statistics software SPSS 17.0, then analysis the result and conclusion. Finally, the writer got the following conclusions: 1. The lexical approach can improve the students’ English writing level. 2. Students are interested in the method and show a positive attitude towards the lexical approach. Therefore, the lexical approach can help middle school students to do English writing efficiently. |
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