A Study On The Application Of Lexical Chunk Approach To Senior Three Students' English Writing

As an indispensable and important part of language learning,writing requires learners to employ verbal symbols to reflect objective world,express thoughts and feelings,and transmit knowledge and information,which means learners should have a good command of words,sentences and discourse.Moreover,Curriculum Standards for General High Schools(2017)sets forward more specific and higher requirements on students' English writing output at the aspects of discourse and pragmatics.However,what should arouse our concern is that a large quantity of studies have shown that the current English writing teaching in Senior 3 is in great need of improvement,for there are many mistakes related to words,sentences and discourse in students' writing.As a fixed or semi-fixed language structure,lexical chunk is considered as the combination of grammar,semantics and context,with the features of both word and sentence.Lexical Approach is proposed by Lewis in 1970s.In recent years,a growing number of researchers have begun to do research on the application of lexical chunk approach in second language acquisition.Therefore,the study will mainly concentrate on the effectiveness of lexical chunk approach in English writing teaching.In the study,both qualitative and quantitative research methods will be adopted.Two classes of Senior 3 of a high school in Fuzhou,each with 30 students,will be selected as the object.One will be regarded as CC class,in which writing will be taught in a traditional manner,while in the other class,EC class,teacher will combine lexical chunk approach with writing teaching,adopting a series of teaching experiment involving lexical chunks accumulation,lexical chunks consolidation and discourse output.The teaching experiment lasts 9 months.Data in writing tests,questionnaires and interviews with students will be collected and analyzed.In the research,3 issues will be discussed:1.Can the application of lexical chunk approach to English writing teaching in Senior 3 arouse students' interest and build up their confidence in writing?2.Can the lexical chunk approach play a positive role in improving students'English writing skills?3.Does the application of lexical chunk approach to English writing teaching influence students of different levels in the same way on their writing scores?The study shows that after the application of lexical chunk approach to English writing teaching,students become more confident and interested in writing and with a strong awareness of lexical chunks,they can make use of lexical chunks learning strategy consciously in daily life.Lexical chunk approach can improve students' English writing,but it will bring different effects on students of different levels—students with medium scores>students with low scores>students with high scores.This study explores the application of lexical chunk approach to English writing teaching in Senior 3,aiming to attract more attention to lexical chunk approach.More application of lexical chunk approach to different fields of English teaching is expected.