Application Of Lexical Chunks In Teaching English Writing In Junior Middle School

In the current English teaching in junior high school,all the teachers in the forefront of the work think that improving the students' writing ability is very important.Because many students in junior high school feel a headache while writing English compositions,they are unable to write.In order to improve the English writing ability of junior middle school students,the author tries to apply the method of lexical chunk teaching in teaching English writing.The advantages of lexical chunks are the combinations of grammar,semantics and context,because it is more stable and semantically consistent,and it is an important constituent unit of language.Students can store chunks in their minds as a whole,and can use them directly when they need the corresponding chunks.Lexical chunks play an important role in writing.It can not only help students to construct the language materials effectively,but also improve the students' ability to control the whole text.It can improve the fluency of the article.In this experiment,two classes of Grade 8 in No.7 Middle School of Helong City were selected as the experimental class and the control class.By using the method of literature,questionnaire,interview,this paper analyzes the role of chunk teaching in English writing in junior high school based on the comparison of pre-test and post test data.In this experiment,the author focused on lexical chunks in reading,guiding students in the experimental class to identify,absorb and accumulate lexical chunks.Students are able to effectively input and output a large number of lexical chunks in writing.In the writing class,we have the activities of pre-writing,while writing,post-writing and evaluations.Students in the experimental class can effectively extract,use,modify and consolidate chunks.In the process of chunk learning,the author guides students to pay attention to writing strategies and the cultivation of students'writing ability and autonomy.After the experiment,the SPSS 19.0 was used for statistical analysis of test scores of two classes,the statistics of the amount and types of chunks,and their correlation analysis and post test scores of composition and diversity,finally combined with the results of questionnaires and interviews,the following conclusions are drawn:1.Teaching of lexical chunks can promote English writing level of the junior high school students.The scores of the students in the experimental class are higher than those in the control class,and the use of various types of chunks is much higher thn that of the students in the control class.2.The number and types of the lexical chunks in the post test are positively correlated with the scores.In the compositions,the students can use a large number of poly-words and phrasal constraints,the students' compositions are more fluent.3.Through interviews and questionnaires,we can see that the chunk teaching can stimulate students'interest in writing and the attitude of students' writing has changed greatly.