A Practice And Study Of Grammar-aided Lexical Approach To The English Writing Teaching In Senior High School

In senior high school English teaching,writing is a very important part as listening,speaking and reading,and it is also a key aspect in language learning evaluation.However,in senior high school teaching English writing has remained weak all the time.The common problems lie in the facts that students have no idea about what to write,nor do they make clear how to meet the words requirement,cover main ideas or write grammatically correct sentences.As a result,their scores of English writing are not high in college entrance examination.The problems can't be solved in a short time,so an effective method of teaching English writing is needed to change the present situation.The application of Lexical Chunks Approach,put forward in the recent years,in senior high school English teaching has achieved a good effect.It can offer the students more choices and make their output more fluent and accurate.Therefore the author of the paper practice and conduct a research about English writing teaching based on Grammar-aided Lexical Chunks Approach.The subjects of the experiment are 96 students of two ordinary classes in grade2,No.2 Senior High School in Genhe in Inner Mongolia,Class 8 with 44 students was considered as the experimental class whose writing was taught with grammar-aided lexical chunk approach,while Class 4 with 52 students was treated as the controlled one whose English writing was taught with traditional approach.All the students were taught in the same objective situation.Before and after teaching,96 participants were required to take 2 composition tests which were from the same material.According to the new curriculum standard of evaluating writing in college entrance examination,the number of correct chunks and correct grammar items was counted and every composition was graded by the author herself.In the end,statistics were analyzed through EXCEL and SPSS.The results of the teaching experiments show that writing is more effective in the class with the grammar-aided lexical than with the traditional teaching approach.Grammar-aided lexical-chunk approach not only guarantees the fluency and idiomaticity of using lexical-chunk for student in English writing,but also improves the accuracy of using grammar.Grammar-aided lexical-chunk approach isworth introducing into English writing teaching in senior high school.Six parts are included in the paper.In the introduction part,the background of the research?the significance and the purpose of the research as well as the methods and studies abroad and at home are introduced.The first chapter is the basis of the theory,and it introduces the concept and the function of Grammar-aided lexical-chunk approach and its relationship with input and output theory.The second chapter expounds the survey of English writing in senior high school,including requirements of English writing for senior high school and survey of teaching and learning of English writing in senior high school.The third chapter is an empirical research and is also the most important part of the paper.It is mainly the empirical design of the research,including hypothesis,purpose,participants and method,and procedure of the research.The procedure is as follow: introduction of the definition of lexical chunks,input of lexical chunks and grammar,and exercises about output of grammar-aided lexical-chunk approach.The fourth chapter analyses the results of the research.The conclusion summarizes the significance and result of the study,its implications and limitations of the study and suggestions for the future.