An Empirical Study Of Grammar-aided Lexical Approach To The English Writing Teaching In Senior High School

Writing is an important skill in second language acquisition and also is one of the weakest items for senior high school students.As an important output ability,the common problems of senior high school students in English writing include insufficient word count,incomplete content and grammatical misuse.These problems cause high school students to score low in the English writing part of the college entrance examination.Hence,English teachers urgently need to find an effective teaching method to improve the current situation of English writing.In recent years,many applied linguists have emphasized the influence of lexical chunks on second language acquisition.Therefore,lexical chunks have been paid more and more attention to the language output of learners,especially the cultivation of writing ability.However,the chunk method is not perfect and needs further development and improvement.Based on this,the author makes a further exploration on the basis of the lexical block method,and applies the grammar-aided lexical approach to the English writing teaching in senior high school,in order to improve the idiomatic accuracy of the written expression of senior high school students,increase their interest in English writing,and improve the writing level of senior high school students.In this thesis,the author analyzed a great deal of literature works,and conducted an experiment on two parallel classes of senior one in Harbin Senior High School on the psychological basis of cognitive linguistics,the dual-model theory of language system and the dual-model theory of language acquisition.In addition to quantitative research,it also combines qualitative research,collects relevant data through questionnaires,interviews and tests,and conducts in-depth analysis on the collected data and information with SPSS22.0 software.A questionnaire survey was conducted on students' English writing.After clarifying the problems encountered by students in English writing,the experimental class was taught by grammar-aided lexical approach,while the control class was taught by traditional chunk method.During the one-semester experiment,the author combined grammar-aided lexical approach with English writing teaching and adopted a specific and unique teaching method to conduct writing teaching research.Based on the pre-test and post-test,the compositions of the two classes are graded according to the scoring criteria of college entrance examination,in order to find out whether grammar-aided lexical approach can improve the writing level of high school students.This study proves that grammar-aided lexical approach not only improves the idiomatic accuracy of written expression of senior high school students and reduces syntax errors,but also increases their interest in English writing and improves their writing level.At the same time,it also proves the effectiveness and feasibility of grammar assisted lexical chunks in the teaching of English writing in senior high school.It is hoped that this research can be further deepened on the original basis,so that teachers and students can have a comprehensive,profound and systematic discussion and reflection,so as to find better writing teaching methods and put them into practice.