The Application Of Lexical Chunk Teaching To Junior English Writing

With the development of economic globalization and information diversity, English has become one of the most widely used languages.It's an important tool for international communication and cultural exchange. There is a great effect on opening English course in compulsory education stage. Compulsory Education English Curriculum Standards says, in the compulsory education stage, students should master the basic knowledge of the English language, develop the basic English language skills about listening, speaking, reading and writing and form the ability to communicate in English. Writing is one of important ways to communicate with others, because the author can express his thoughts and feelings to readers. For English teaching, writing teaching should become an important part, because it can directly reflect the students'language proficiency. However, in the actual teaching, English writing teaching has always been neglected. Writing is also a weak part in students'English learning.In recent years, more and more scholars have come to pay attention on the lexical chunks and have tried to introduce the chunks to English writing teaching in order to improve the students'English writing ability. This study, based on the theory of chunk theory and combined with the daily teaching in junior high school, adopts the method of literature research and quantitative analysis to solve the problems about students' English writing in junior middle school and to explore the effectiveness of chunk teaching method in the English writing teaching.Through the analysis of the experimental class and control class students'writing scores and the number of the lexical chunks they used in writing, combining the interview, the author gets the following results:1. The Lexical Approach can effectively improve the junior middle school students' English writing competence. The study found that students'English writing scores in experimental class are significantly higher than the student's English writing scores in control class and the chunks they used in the writing has also increased significantly.2. After it has been proved that the students'English writing scores in experimental class have improved significantly, the author also gets the results that the scores of the writing in experimental class are correlated with the number of chunks they used in the writing.3. After the experiment, through the interview in experimental class, the author found that after the implementation of the lexical approach, the most of the students in experimental class are interested in English writing and they are more confident about it.This study has a certain practical value about improving English writing teaching in junior high school so as to form a new and effective way of training mode.