An Application Research Of Lexical Chunks Strategy In College Students' Argumentative Writing

As one of the most important and difficult parts in college English test,writing bothers English learners on a great extent.Since the reform of CET-4 in 2013,argumentative or argumentative-related writing has become the most common type of writing test.How to carry out writing teaching effectively and improve students' argumentative writing ability has been concerned by lots of education experts and front-line teachers.Lexical chunk is the composite of grammar,semantics and pragmatics with the relatively fixed form.It is,as a whole,memorized and stored in people's mind.In the process of writing,the lexical chunk can be retrieved immediately,which not only facilitates the writing production,but also improves the accuracy and idiomatic of the writing language.However,the feasibility and practical value of lexical chunks strategy in college argumentative writing teaching is rarely covered and needs to be testified.The present empirical study is conducted to answer the following three questions:1.Can the application of lexical chunks strategy effectively improve English argumentative writing achievements of college students?2.Does lexical chunks strategy have positive effect on fluency,accuracy,and text organization of student's composition?3.Can the application of lexical chunks strategy in college English writing teaching arouse the interest of students' argumentative writing?The author chose 88 students from Grade 2015 in Northwest Minzu University as studying subjects.The 88 subjects are from two classes,and each class is composed of 44 students.One is considered as the control class and the other is the experiment class.During teaching process,the lexical chunks strategy to the experiment class was applied and the time of duration was 16 weeks,while the control class still adopted conventional teaching method.Besides,data were collected from the questionnaires and four argumentative writing tests in the experiment,and the data were analyzed by the software SPSS 16.0.The statistical results showed that students' argumentative writing ability of the experiment class has significantly improvedcompared with the control class.In the meantime,the writing fluency and organization ability of the experiment class obviously improved compared with the control class.However,the writing accuracy did not have any obvious difference in the experiment.In addition,the results of questionnaires indicated that students' interest towards argumentative writing also developed after the experiment.Therefore,the conclusion could be drawn that lexical chunks teaching method effectively promoted college English learners' argumentative writing,the application of lexical chunks strategy also had an active and positive influence on the accuracy and organization of argumentative writing.In addition,due to the limits of theoretical level and experiment condition,this thesis still has some shortcomings,such as the sample size,and the experimental period,which needs further improvements.