Application Of Lexical Approach To The Teaching Of Senior One English Writing

In recent years, there are an increasing number of scholars home and abroad who focus on the study of the application of lexical approach to the English teaching, which advocates that the teaching of vocabulary should focus on the multi-word expressions rather than individual words and put the lexical chunks obtained into their writing production. As is known, the traditional teaching approach pays more attention on the mastery of grammatical rules and words in isolation, but ignoring the use of language in context. Lexical chunks are fixed or semi-fixed expressions stored as a whole in the learners' memory and retrieved directly when necessary, which can undoubtedly reduce the difficulties to process the learning materials and the output can be more accurate and fluent.By analyzing and summarizing research in this area, it is not difficult to find that many of these previous studies are on theoretical perspectives and there is little actual empirical research. Even if some studies are associated with practical teaching, they are mainly about undergraduate or English major students, and there are very few studies on lexical chunks in English writing among senior high school students and the cultivation of students' awareness of lexical chunks. The present research is therefore needed.In the present study, the author puts forward the premise that the application of lexical approach can have a positive effect in the teaching of English writing, and three hypotheses are put forward, one of which is that the application of lexical approach to the teaching of writing can help to improve students' writing ability, and for the second, students in the experimental class do better in the application of lexical chunks, and the last is that lexical approach can arouse students' awareness of lexical chunks.In order to testify the three hypotheses, the author chooses the senior one students as the participants, collects 200 writing compositions in the pre-test and post-test, and compares whether the application of lexical approach to the teaching of English writing can improve students' writing competency. In the meantime, two questionnaires are collected in the experimental class to analyze whether students' awareness of lexical chunks have aroused.Results of the experiment show that after the application of lexical approach to the teaching of writing, students in the experimental class make more progress than those in the control class, with no significance in the pre-test but significant difference in the post-test. In addition, students in the experimental class use a larger number of lexical chunks in their compositions than those in the control class. What's more, students' awareness of lexical chunks in the experimental class is greatly aroused after the experiment. All of the results indicate that the application of lexical approach to writing can bring students lots of benefits.