An Empirical Study On The Task-driven Lexical Approach To English Teaching In Senior High School

Ever since Michael Lewis first proposed the new language teaching method— the Lexical Approach,which has been developed for more than forty years.The Lexical Approach has subverted the grammar-oriented traditional teaching concept,and has built the chunk-oriented teaching idea on both teaching research and teaching practice.The language scholars,experts and teachers at home and abroad have gradually accepted the Lexical Approach and increasing related researches have proved that the Lexical Approach has the theory value and the practical significance in actual English teaching.So the Lexical Approach obtains more advantages in the English Teaching.At the same time,the Lexical Approach also meets the requirement of language skills and language knowledge from The Syllabus of Senior English for China Students.But there is still a gap between the practical English teachings and teaching research in some areas of Chongqing,the Lexical Approach has not been caused by the corresponding attention in English teaching practice.So this paper through the empirical research on a senior high school in a class of 45 students in Kai Zhou District in Chongqing,the author tried to explore following two questions:(1)Whether the Task-driven Lexical Approach can improve the lexical awareness and lexical competence of senior two students?(2)Whether the Task-driven Lexical Approach can improve the language skill of listening,reading and writing of senior two students?The author mainly adopted the methods,including questionnaire survey,interview,lexical competence test and a unified test of English language skills.The questionnaires interview and lexical competence test aimed at testing students' lexical awareness and lexical competence,and English language skill tests were applied to test students' listening,reading and writing competence.The research process as follows,45 students were tested by the questionnaire before the experiment,in order to know about their current awareness of chunks and lexical competence test before the experiment to test students' real lexical competence and English language skill tests to test the students' listening and reading and writing competence.After the experiment,the questionnaire and interview were accepted in order to know about the students' awareness of lexical awareness and lexical competence.The lexical competence test was applied to test students' lexical competence and English proficiency tests was tested to know about the students' listening,reading and writing competence.Through the four-month experiment,the purpose of the Task-driven Lexical Approach is to improve students' lexical awareness and chunk competence,as well as students' listening,reading and writing competence.The horizontal and vertical comparison and analysis of the data before and after the experiment,we found that students' awareness of lexical awareness and lexical competence improved,and students' listening,reading and writing competence improved after accepting the four-month of the Task-driven Lexical Approach.So this study has shown that the Task-driven Lexical Approach can improve students' lexical awareness and lexical competence,as well as students' listening,reading and writing competence.But at the same time,there are some shortcomings in this experiment.This paper also makes a corresponding discussion at last,to hope that the future research can also be improved to avoid these shortcomings.