Application Of Grammar-aided Lexical Chunk Approach To English Writing Teaching In Junior High School

English writing teaching plays a crucial part in foreign language learning.Writing,as a production skill,is extremely significant,so how to improve students' English writing proficiency,especially for junior high school students,has become urgent.Though many researchers have explored several writing approaches,the situation is still far from satisfactory and lots of problems still exist in junior high school English writing,such as some grammatical mistakes,incoherent discourses and Chinglish expressions.Considering all the above,in order to provide an effective guidance for junior high school English writing teaching,the grammar-aided lexical chunk approach was applied in this study,aiming to investigate its feasibility and effectiveness.Based on the dualistic nature of language,Krashern's Input Hypothesis and Swain's output hypothesis,three research questions are to be studied: 1.What's the lexical chunk awareness of junior high school students? 2.Can the grammar-aided lexical chunk approach improve junior high school students' English writing proficiency? 3.Can the grammar-aided lexical chunk approach stimulate junior high school students' learning interest towards English writing? This research was carried out through an experimental study,which lasted for eight weeks from September12 th,2016 to November 12 th,2016.The 79 participants of Grade three in Lanzhou No.45 Middle School were selected and they are from two parallel classes.Class Four,with 40 students,was randomly chosen as the experimental class which was under grammar-aided lexical chunk approach,and Class Three,with 39 students,served as the control class which was under traditional teaching method.All the other conditions including textbook,teacher,and the length of class time were equal.In the process of experiment,questionnaire,writing tests and interview were used as instruments to get the data.The data gathered from the experiment was analyzed by SPSS22.0.Findings indicate that the grammar-aided lexical chunk approach can improve junior high school students' writing proficiency and stimulate students' learning interest towards English writing.This study also offers some implications to junior high school English writing teaching,hoping that grammar-aided lexical chunk approach can be better employed to improve students' writing proficiency.However,some limitations still exist in the specific implementation process,which remains to be adjusted and improved in combination with the practice of teaching.This paper is divided into six chapters.The first chapter is introduction,which introduces the researchbackground,research purpose and significance and structure of the study.The second chapter is literature review.The author firstly reviews the previous studies on English writing teaching,covering the studies abroad and home.Secondly,the author presents a general introduction of studies on grammar-aided lexical chunk approach,containing the studies on grammar-aided lexical chunk approach development abroad and home.Thirdly,the author reviews studies on applying grammar-aided lexical chunk approach in English writing.Finally,there is a brief summary.The third chapter is theoretical foundations.One is dualistic nature of language,which includes language representation and language acquisition.The other is input and output hypothesis mainly about Krashen's and Swain's.The fourth chapter is methodology.It comprises the research questions,participants,research instruments and procedures.The fifth chapter is results and discussion.Chapter sixth chapter is the conclusions,which present major findings,limitations of the study and implications for future research.