A Study On Teaching Strategies Of English Writing In The Junior Middle School Based On Chunk Theory

English writing is an effective path of reflecting students' ability of language output.It is well known that vocabulary use,sentence expression and discourse organization are the important factors affecting the students' level of English writing.These factors are closely related to the Chunk Theory.However,based on the field investigation in Zhounan Yuhua Middle School of Changsha City,it has been found that some English teachers spend a lot of time in teaching vocabulary,grammar and writing techniques to improve their students' writing level,but it appears to have little effect.On these grounds,the research intends to explore what on earth improves the English writing ability of junior middle school students through cultivating students' knowledge of Chunk Theory.Under the guidance of Chunk Theory,starting from investigating the current situation of junior middle school English writing,questionnaire and sample composition survey are conducted.Through the analysis of the result of questionnaire and sample composition survey,the current situation of writing teaching in junior middle school has been found and some problems in English writing teaching in junior middle school have been observed as well,such as overemphasizing grammatical teaching approach,ignorance of guiding students with Chunk Theory to improve their English level.Meanwhile,there are some problems relating to learning English writing in the students: lack of interest and confidence in English writing,poor vocabulary,lack of knowledge of statements and discourse means.Besides,improper use of vocabulary,Chinglish,monotonous sentence patterns,and omitting use of cohesive devices etc.influence the accuracy,authenticity,the coherence,the logicality,diversification of English writing.Some instructional strategies based on Chunk Theory are put forward from two aspects of language input and language output in terms of solving the problems.They are: adopting lexical approach primarily with complementary grammatical approach;improving chunk recognition ability,cultivating students' chunk awareness;improving chunk internalization ability,laying the foundation for chunk output ofstudents';emphasizing practice of chunk output,improving students' application ability;promoting ability of students' chunk self-study,and expanding cumulative amount of chunks.The research aims to have implications for junior middle school English teachers on making the most of chunk theory in English writing teaching,to improve writing level of students.