A Study On The Effect Of Prefabricated Chunks Teaching On Junior Middle School English Writing

English writing is the advanced stage of language output,which is also a thinking process that expresses thoughts and feelings in written language.It is a universal phenomenon that many students have a big vocabulary storage and have a good command of grammatical rules.However,they could not write an accurate,authentic and coherent composition.Prefabricated chunks,as a special linguistic phenomenon in language learning integrated grammar,semantics and context together.Owing to their fixed or semi-fixed structure,ensemble features and the advantages of non-grammatical generation and analysis,they were used widely in English teaching both at home and abroad.Based on the Information Processing Theory and the Schema Theory,this study tries to take prefabricated chunks teaching as a point of penetration to find the answers to the following questions:(1)Can prefabricated chunks teaching improve junior middle school students' language accuracy and fluency in English writing?(2)Can prefabricated chunks teaching improve junior middle school students' discourse organization ability in English writing?(3)To what extent are students satisfied with applying prefabricated chunks teaching to English writing?The subjects of the experiment are 91 students who come from two paralleled classes of Grade Nine in Minqin Experimental Middle School in Gansu province.The two classes are divided into the experimental class(EC)and the control class(CC)randomly.The method of sampling survey is utilized to investigate the current situation of junior middle school English writing teaching before the teaching experiment.At the same time,the result of pre-test shows that the English writing proficiency of the two classes is equivalent.English textbooks of the People's Education Press for Grade Nine are adopted.A one-semester prefabricated chunks teaching is conducted in the experimental class,meanwhile,the traditional Englishwriting teaching method is implemented in the control class.At the end of the experiment,a post-test and questionnaire are conducted between the two classes and then all the collected data are qualitatively and quantitatively analyzed.The results suggest that,through the application of prefabricated chunks teaching in the experimental class contributes to the improvement of students' language accuracy,fluency and discourse organization ability in English writing.Meanwhile,it is clear that the students in the experimental class are more satisfied with the English writing teaching method of this semester than those in the control class.Therefore,we could draw a conclusion that the application of prefabricated chunks teaching in junior middle English writing is feasible and effective,that is,instructing students in recognizing and extracting prefabricated chunks,sorting out prefabricated chunks on the same topic,and then conducting writing training can improve students' English writing proficiency.