An Empirical Study On The Impact Of Lexical-Chunk Teaching On Students' Writing Proficiency In Senior School

English writing as an important form of language output reflects the language learners' comprehensive abilities to use language.At present,English education in our country begins at the primary school stage.Although senior high students have at least seven years' experiences of learning English before entering senior high schools,they still have some problems in language output,especially in writing.Generally speaking,the problems that students faced in writing include the following aspects: firstly,the lack of vocabulary.Secondly,there are many grammatical errors,and the thoughts and minds of students can not be properly expressed.Thirdly,the cohesion and coherence of students' compositions are not natural and the logic relationship of idea is usually disordered and unclear.In a word,English writing is a difficult part in English teaching and learning for both teachers and students.Therefore,how to improve senior high school students' English writing abilities is worth considering and researching.In recent years,more and more scholars at home and abroad have paid attention to the lexical chunks teaching,and the important roles of chunks in English writing have become more and more obvious.Although many scholars have done some experiments and studies on the roles and functions of lexical chunks,there are few studies on the application of lexical chunks in English writing teaching of senior high school.This research took Youlan Senior High School in Xing County as an example,selecting 76 students from two natural classes of the first grade in this school as the research subjects.The Class 17 was the experimental class and Class 11 was the control class.The research instruments of this study included the questionnaires,writing tests and interviews.The author implemented the lexical chunk teaching in experimental class and traditional teaching in control class with the purpose to answer the following two research questions:(1)Can the application of lexical chunks teaching in English writing improve the senior high students' writing interests? If yes,how?(2)What are the effects of the application of lexical chunks teaching in English writing on the senior high students' writing achievements?After the experiment,the author used SPSS 21.0 to analyze the relevant data from the questionnaires and writing tests and found that lexical chunk teaching can not only enhance students' writing interests to a certain extent,but also effectively improve students' writing achievements.In addition,the results of interviews can further support this finding.Therefore,the author believes that we should strengthen the implementation of lexical chunk teaching in senior high school English teaching,gradually enhance students' awareness of chunks,and ultimately improve their English writing ability.