Research On The Application Of The Theory Of Prefabricated Language Chunks To Teaching English Writing In Senior High School

As one of the four basic skills,English writing is the concentrated reflection of students' comprehensive competence to use language,thus it plays an important role in English learning.So far,the New National English Curriculum Standards for Common Senior High School(experiment)(2011)(hereinafter referred to as the “new standard”)puts forward new requirements for English writing of high school.It can be seen that compared to curriculum standard in the past,the new curriculum standard further improves the writing requirements for junior high school students;expands the scope of the writing themes and genres;pays much more attention to cultivating students' good writing habits;emphasizes the rigor,accuracy and consistency of written expression.In addition,the enactment of the new curriculum standard in 2011 and the changes in marking requirements for writing score of the university entrance examination manifest that the requirement for high school English writing in College Entrance Examination is more and more demanding,which obviously is a big challenge for high school students.Although the new English curriculum standard and the college entrance exam outline have made a clear requirement to writing,the English writing of high school students actually has been in a low level,which is partly due to the pressures of college entrance examination.Owing to the special pressures,in the present high school English writing teaching,most of the teachers take the relatively traditional English writing teaching method,which can lead to learned helplessness of high school students in English writing and as a result of which their English writing motivation gradually fade.Feedback we get from grading the papers of university entrance examination of English and the researches we made about the situation of students' English writing indicates that the present condition of the high school English writing is not optimistic.Not only did such cases fail to implement the requirements of the new English curriculum standard,but it did not achieve the objective of personnel cultivation which aims to cultivate talents who possess actual language competence and language performance.From requirements the New Standard of high school English writing have put forward and the disadvantages of traditional English writing teaching methods,obviously the emergence of new writing teaching method which combines prefabricated language chunks and English writing teaching injects fresh blood to the traditional English writing teaching.Therefore,in regard of the theory of prefabricated language chunks as the breakthrough point,the purpose of this study is to explore a new optimal English writing teaching mode on the basis of the theory of prefabricated language chunks in order to effectively solve the contradiction between language input and output in English teaching and learning so as to reduce the students' learned helplessness in English writing and strengthen their motivation and self-efficacy to effectively improve English writing ability.This research mainly adopts such methods as combine the empirical research and qualitative research method,trying to explore a set of optimal teaching mode which applies prefabricated language chunks theory was to high school English writing teaching through which the English writing ability of high school students can be effectively improved.The major findings are: the teaching method applying prefabricated language chunks theory to English writing greatly enhance students' self-efficacy,motivate and improve their interest and confidence in English writing,which effectively alleviates the conflicts between language input and effective output.The thesis consists of six chapters altogether.Chapter one serves as an introductory part which includes the background,the purpose and the significance of the study.What's more,the layout of the thesis is also included.On the analysis of the importance of writing teaching and the present situation of the current high school English writing teaching,this thesis illustrates the purpose,significance and main contents of the study.Chapter two mainly focuses on the literature review of prefabricated language chunks both abroad and at home.The second chapter mainly depicts the the related terms and related theories in this study which presents a detailed description of the prefabricated chunks including the definition,classification,the essential characteristics of prefabricated language chunks,the function and the research status both at home and abroad about prefabricated chunks applied in L2 teaching.Besides the literature review about the prefabricated language chunks,the author expounds her own comment and the development tendency about the literature review.Absolutely the comments here the author gives are purely personal views,not representing the authoritative opinions.Chapter three provides some theoretical foundation for prefabricated language chunks.There are many kinds of theory which are closely related to prefabricated language chunks,but in this thesis the author just selects three which are the most relevant with the research subject of this thesis.They are respectively the theory of lexical chunks,psychological linguistics theory and second language acquisition theory.And they are expounded in chapter three in detail.Chapter four in this paper mainly elaborates the research design,methodology and research implementation,which is a key part of the main body.And this chapter contains the research purpose,research questions,research hypotheses,subjects of the investigations,research instruments research methods research procedures and data collection.Chapter five is to analyze the results of the research according to the data collected in this study,including the questionnaires before and after the test,the pre-test and the post-test.Chapter six is the conclusion part.This chapter provides a conclusion of the whole thesis as well as the implication offered for writing teaching and learning.In this chapter,the results of the present study is analyzed and the author discusses the enlightenment of this study to high school English writing teaching as well as the deficiencies of this research.Moreover,at last,and many research suggestions and prospects will be put forward for further research.