The Application Of Lexical Approach To English Writing Teaching For Art College Entrance Examinees

English language skills cover comprehensible skills and expressive skills,and writing occupies half of the expressive skills.In the National College Entrance Examination of English test paper(Volume I of the New Curriculum Standard),the score of writing is 25,which accounts for five sevenths of the whole subjective questions in it.In other words,writing is an essential part of high school English teaching.Writing,as an overall reflection of listening,speaking and reading,is relatively comprehensive,and it can improve students' English thinking ability and language expression ability.Whereas in various examinations,it is a weak link for many students.In recent years,with the continuous improvement of people's cultural life and aesthetic level,art talents are in short supply in all walks of life.It just follows that more and more universities are expanding their enrollment to art candidates and more and more students choose to take the shortcut of college entrance examination for art students.In reality,most art students have a poor foundation in cultural courses,and English and mathematics are particularly evident,which often becomes a stumbling block for them to improve their performance.Among them,English writing is often a stinky and hard rock,obstructing their progress in achievement,and then hindering them from realizing their dream of College Entrance Examination.The basic building blocks of writing is vocabulary and the acquired quantity and quality of students' vocabulary is directly related to their writing level.However,the workload of simply memorizing a large number of words is too heavy,and the outcome may be half the result with twice the effort.Besides,it is usually full of mistakes.As a combination of grammar,semantics and context,a lexical chunk is not a single word and can be stored,remembered and extracted as a whole.It can also be applied directly in English writing,which improves the efficiency of writing as well as the accuracy and consistency of language.The author selects 62 art college entrance examination students as subjects who are from two parallel classes of a high school in Zibo,and tries applying the Lexical Approach to the teaching of English writing for art college entrance examinees.The subjects are divided into an experimental class and a control class.The author adopts the Lexical Approach to English writing teaching in the former class,while the traditional Englishwriting teaching in the latter class without highlighting the status of lexical chunks.The following two questions are expected to be solved: can the Lexical Approach improve the English writing ability of art college entrance examinees;can the Lexical Approach reduce the fear of art college entrance examinees in English writing.The period of the experiment is 15 weeks.Relevant data are obtained through pre-test,questionnaire,interview and post-test,and analyzed by SPSS 23.0 and EXCEL software.The data show that the usage of Lexical Approach in English writing teaching for art college entrance examinees has improved the students' writing ability in the experimental class and achieved good results.Due to various practical reasons,there are some defects and limitations in the experiment,which need to be perfected and developed in the future,but it is hoped to provide some reference for the relevant researchers.