The Empirical Study Of The Senior High School English Writing Teaching Based On The Lexical Chunk Teaching

Writing,as a productive language skill,has become more and more significant in high school English learning and teaching.English writing is still considered as an important criterion to evaluate students’ comprehensive language competence,which can reflect students’ overall ability of language application,including vocabulary,grammar,as well as discourse organization.Although English writing is so important for English learners,many problems still exist in English writing teaching in senior high schools.Therefore,how students’ English writing ability can be improved has become a difficult issue.It needs to be solved urgently.Under this background,the empirical study on the basis of lexical chunk teaching is carried out,in order to explore the application of lexical chunks to English writing teaching and its influence on students’ writing competence.The thesis aims to solve the following two questions.Firstly,what effects does the application of lexical chunk teaching to English writing teaching have on students’ writing ability?Secondly,what are the impacts of lexical chunk teaching on students’ writing interests and confidence?This is a contrastive study lasting almost four months,which employs questionnaire surveys,tests and interviews.The experiment subjects are two classes of grade two students from Chencang Senior High School in Baoji city.Class 1 is randomly chosen as the experiment class while class 5 is randomly chosen as the controlled class by the author.Through the analysis of the results of the preparatory examinations of the two classes,it is shown that the English writing ability of the two classes is of the same level.Teachers use the same textbooks to teach the two classes,five compulsory courses and six optional courses-Advanced English for Chinese students.During the experiment,lexical chunk teaching is applied to the experimental class while traditional grammar translation method is applied to the control class.After the experiment,writing scores of students in experimental and control classes were compared and analyzed.The results show that lexical chunk teaching can improve high school students’ English writing ability effectively.The input of lexical chunks can improve students’ English writing confidence.And students’ attitudes towards English writing have changed a lot.They get more interested in English writing.As a result,lexical chunk teaching has a positive effect on high school English writing teaching.It can be widely applied to English writing teaching.