A Study Of The Influence Of Lexical Approach On The Teaching Of English Writing In Junior High Schools

This paper has studied the impacts of lexical chunks on middle school students' English writing. This research proceeds from the hypothesis that te aching lexical c hunks has a si gnificant resu lt on j unior English st udents' w riting. In ord er t o verify the c laim, pre-test and p ost-test a nd q uestionnaires ar e conducted among the experiment subjects of EC and CC(107 students from two classes in Grade 7 of Tao Lin Middle School). The research was conducted in one semester, from September 2014 to January 2015. The questions to be answered include:1. C an t he L exical A pproach im prove junior high s chool stu dents' Eng lish w riting, i n terms of interest level and attitudes toward English writing?2. Are stu dents with a better grasp of lexical chunks more proficient in English writing than those with poor grasp?The research involved questionnaires, pre-test and post-test. The instruments of the data collection include Microsoft Excel and the Software of SPSS. The pre-test gathered the first experimental data for an overall idea of the level of the students and the fundamental parameters for the comparison with the posttest. A questionnaire was completed among students in EC. Th e same questionnaire was used two times before and after the research to discover whether lexical approach can enhance students' interest level and change their attitude of learning English writing.The research has reaches the following conclusions: 1) The Lexical-Chunk Approach can efficiently advance junior high school students' wri ting ability. The experimental class students' writing l evel was considerably higher than t hat of the control class. 2) Lexical chunk ap proach can enhance stud ents' learning interest level; t he le xical le arning m ethods influenced t he st udents' at titude t oward w riting, reinforced their learning motivation and self-confidence.The present study still has some limitations.The major experiment lasts half a year and it is not long enough. Secondly, the data gathered from only 107 subjects cannot stand for all the students in the school, especially for th e qualitative investigation of writ ing sam ples. T hirdly, t he q uestions us ed in t his experiment are worked out only by the author. We need to prove whether they are scientific or not.