A Study On The Application Of Lexical Chunk Approach To English Writing Teaching In Junior High School

At present,there are many problems in English writing teaching in junior high school,which are mainly manifested in the lack of effective writing teaching methods for junior high school English teachers.They either emphasize too much on grammar and framework,or too much on genre and skills,ignoring the cultivation of students' language use ability.Although many scholars have conducted in-depth research on the above issues and also discussed a variety of writing teaching methods,such as process approach and genre approach,but in the actual teaching process,the teaching effect is not good.Under the guidance of psycholinguistics,input and output theories,this paper discusses the application of lexical chunk approach in junior high school English writing teaching.Psycholinguistics holds that lexical chunks can be stored and extracted as a whole,thus reducing psychological processing time,which is beneficial to the input and output of language.It is consistent with the study of input and output theory.Based on this,this study aims to answer the following two questions:(1)What are the influences of the application of lexical chunk approach on the junior high school students' English writing ability?(2)What effect does the application of lexical chunks have on junior high school students' attitudes to writing?Lexical chunks combine the advantages of grammar,context and semantics.Applying lexical chunks to writing teaching helps students set up the bridge between “input” and “output” of writing,and it can effectively improve the teaching effect of English writing in junior high schools.This paper discusses the three stages of lexical chunk approach in detail: input,internalization and output,and each stage has many concrete teaching designs.Thus,lexical chunk teaching runs through every link of writing teaching and the teacher guides students to improve their English writing ability by identifying,practicing and applying chunks.In order to verify the effectiveness of lexical chunk approach in junior high school English writing teaching,the author carries out a 17-week comparative teaching experiment with two parallel classes in Grade 8 of Xinyang Yangshan Junior High School as the experimental subjects.Class 10 is regarded as the experimental class where the lexical chunk approach is applied,while Class 11 is the control class and traditional teaching method is adopted.In this study,the data from writing tests,questionnaire survey and random interview are statistically analyzed by the software EXCEL and SPSS20.0.The experiment results show that the post-test scores of the students in EC are significantly higher than those in the pre-test(p=0.000).In addition,in the post-questionnaire of EC and CC,the values of Sig.(2-tailed)in t-test on the questions of writing interest and writing confidence are between 0.001 and 0.044,which indicate that the students' writing interest and confidence in writing have been obviously enhanced.The research findings are as follows: First,the application of lexical chunk approach can effectively improve the English writing ability of junior high school students;Secondly,the application of lexical chunk approach enhances students' interest and confidence in writing and helps them form good writing strategies and habits to some extent.