A Study On The Application Of Process Writing Method Based On The Lexical Chunk Theory In English Writing Teaching In High School

Fundamental to The National English Curriculum Standards for General High School issued in 2017 is the belief to develop students’ core competence of English subject,which refers to language competence and cultural awareness,thinking quality as well as learning ability.Among four essential elements of language abilities;namely listening,speaking,reading and writing,writing as a typical productive skill enables the internalization of the language and boosts the overall language proficiency.With the increasingly research of English writing in high school a couple of years lately,yet still reminds educators of something is urgently needed to solve.It means the problems hidden in the actual English writing class,such as vocabulary deficiency,misunderstanding of expression correctness and coherence,interference caused by native language,inappropriate contextual construction,etc.Lexical Chunk Theory noted as a domestic concern in recent years has a promising application prospect.By introducing the lexical chunks which integrate the semantic context with grammar,the accuracy and fluency of writing is realized by improving the information processing efficiency.The North America Process Writing adopted the theoretical basis on Communication emerged in the 1970 s held the belief that the learner should be the concentration within teaching,also writing is seen as the communicative activity between language and learners,teacher and learners.There have been a large number of researches about Process Writing in high school writing teaching.However,little research has been done on a combination of the Process Writing Method and the Lexical Chunk Theory.Chunks as a language unit endowed with context meaning,applying chunks to steps of process writing exactly,entertaining the hope for supplement and deepening learning outcomes.Through the interactions with teacher and peers as well as learners themselves in process approach steps,learners can identify,accumulate,retrieve and consolidate certain lexical chunks,which can be treated as a novel writing method that can upgrade the learners’ writing abilities.This novel writing approach is a creative integration of chunks with process method.Based on the theoretical principles including Psycholinguistics,Humanistic Learning Theory and Constructivism,three research problems are studied in the thesis:(1)How the Process Writing Method based on Lexical Chunk Theory in high school promote the writing confidence of the learners?(2)How does the Process Writing Method based on Lexical Chunk Theory in high school English writing teaching develop the overall writing strategic competence of learners?(3)How the Process Writing Method based on Lexical Chunk Theory effectively enhance the writing scores?The research studied two classes(80 students in total)in Panjin No.2 High School inLiaoning Province.A 16-week teaching experiment was performed.The research instruments comprised questionnaires,writing tests as well as an interview.According to the research results,the Process Writing Method based on the Lexical Chunk Theory can effectively level up learners’ writing confidence and overall writing strategies so as to successfully promote the writing scores.Teachers should internalize the chunks awareness of learners for building up writing strategies and logical thinking ability amid consistent steps in process approach which is beneficial for other dimensions of basic language skills.Besides,the limitations exposed in this thesis can also provide insightful suggestions and implications for further study.