An Empirical Research On The Application Of The Theory Of Lexical Chunk To The Teaching Of English Writing In Senior High Schools

In the recent years, many linguists have begun to notice the conventionality and prefabrication of language in use. The research on lexical chunks has gradually become a new field of language study. Recent studies on language acquisition show that formulas and other sorts of prefabricated language chunks play a large part in both acquiring and performing language. The studies on lexical chunks' effect on English writing at home and abroad, show that lexical chunks make it possible for the learners to process information more quickly and efficiently, ease the pressure of writing, and achieve the ability to write accurately, fluently and authentically. However, few researches were conducted on senior high school students, especially on the subjects who are the students studying in the mountainous area in the west of Guangdong Province. Therefore, the author carried out an empirical research on senior high school students. The purpose of this research is to study lexical chunks and the related theory to explore a new English writing model for senior high school students to enhance their writing competence.The thesis is aimed at attesting the feasibility of lexical chunks in English writing teaching in senior high schools. The participants of this research consist of two parallel classes of the second-year senior middle school students. Class 17 and Class 18 are chosen at random as experimental class and controlled class respectively. The classes both include 53 subjects. Before the experiment, the students in two classes were asked to complete the pre-test paper respectively. The result of it shows these two classes are almost at the same level, so one of the two classes is appointed as the experimental class(EC), and the other as the controlled class(CC). The experimental class is given the instruction on lexical chunks in class while the controlled class is given the traditional English teaching. The experiment lasts about 4 months. The middle exam is used as the pre-test paper while the final exam used as the post-paper. After the experiment, a comparison and an analysis are made between the pre-test and post-test paper scores and the numbers and types of chunks that students have used in the two exams. In addition, an interview with some students in EC is conducted at the end of the experiment to know what students think of lexical chunks.Experimental results show that the application of lexical chunks makes a difference to students' English writing. The English writing ability of the two classes has improved to some degree, but the students in EC have made greater progress.The application of lexical chunks does help improve the accuracy and fluency of students' English writing and can enhance students writing skills. Students from EC can use lexical chunks smoothly and appropriately after learning them. Besides, students from EC show greater interest in English writing and they are more confident of it. The results also suggest that lexical approach teaching is feasible in English writing in senior high schools.The research is the first attempt to apply lexical chunks to the teaching of English writing in senior high schools, hoping to provide enlightenment to English writing and teaching in senior high schools.