The Empirical Study On The Improvement Of English Writing Performance In A Senior High School By Applying Lexical Chunk Approach

English writing,showing the comprehensive application ability in aspects of vocabulary,grammar and language organization,is an important part of English learning for senior high school students.Yet many of them barely meet the requirement.At present,the writing score is the only aspect in the research of applying lexical approach to improve high school students' English writing.This study adds writing length in the prescribed time as another perspective to judge the effectiveness of writing.It is helpful to compare the effects of lexical approach on vocabulary accumulation,language expression speed and the length of compositions through experiments.By comparing with the traditional approach,this paper discusses the feasibility of applying lexical approach in English writing teaching in senior high schools,which is helpful to enrich the research of applying lexical approach in English teaching in senior high schools.In this study,112 students from a senior high school in Ningde City were selected as subjects for a one-semester teaching experiment.Class 5 is the experimental class and Class6 the control class.This research attempts to test the following hypotheses: 1)Lexical approach can better improve the length of English writing in a given period of time more than the traditional teaching method.2)Lexical approach can better improve students' English writing scores than the traditional teaching method.At the end of the experiment,5students from different levels in the experimental class were selected randomly to attend an interview,which aimed to confirm the data of this study.The results show that: 1)Compared with the traditional approach,the lexical approach can better improve the length of English writing in a given period of time,as the performance of the experimental class is better than that of the control class and there is a significant difference between them(P=0.048<0.05).2)Compared with the traditional approach,the lexical approach can better improve students' English writing scores,since the scores of the experimental class are higher than those of the control class and there is a significant difference between them(P=0.042<0.05).3)The lexical approach has beenapproved by students at all levels in the experimental class.Finally,according to the experimental results and the actual situation in the experimental process,the author proposes that teachers teach lexical chunks related to the learning content,guiding students to apply the lexical chunks of high frequency as often as possible,with the hope of relieving the situation of high school students' lack of vocabulary and halt of the improvement in writing performance.