A Study Of The Influence Of Lexical Block Teaching Method On Senior High School Students' English Practical Writing Level

Listening,speaking,reading and writing are the four components of English teaching,among which writing is the key and difficult point to improve English ability.However,through this English teaching experience and interview,the author found that many students had remembered a lot of words,grammar and how to construct the article framework,but their English writing still appeared inarticulate words,and sentence was not smooth.For a long time,the traditional teaching method in China centers on vocabulary and grammar,so students are good at doing multiple-choice questions on relevant grammatical structures,but they often ignore the accuracy of word selection,appropriateness and fluency of language output.It can be seen that the main reason affecting students' English writing level is not only the lack of vocabulary and weak grammar knowledge,but the incongruity of their language knowledge and skills.A word block can be remembered as a whole,and it can be made up of one or more words.Lexical chunks are the smallest input and output language unit,which integrates semantics,grammar and context.In recent years,with the rise of the study of lexical chunks,scholars have applied lexical chunks to teaching.As a result,the lexical approach,an efficient teaching method,was born.The experimental subjects were two parallel classes in senior two of a middle school,in which the experimental class used the lexical approach to encourage students to actively find and memorize lexical chunks,and at the same time guided students to do a variety of exercises to consolidate the lexical chunks mastered by students.The control class carries out traditional teaching method without specific classification of lexical chunks and explaining lexical chunks' functions.The author took the practical writing of senior two as an example,to discuss the following problems in detail:(1)Does the lexical approach have an impact on high school students' English practical writing? If so,in what ways?(2)Whether the influence of the lexical approach on senior high school students at different levels of English practical writing is consistent? If not,what are the differences?(3)What are the attitudes of high school students at different levels towards the lexical approach?Through the comparative analysis of the total scores of the two classes before and after the composition test,it is found that the total scores of the two classes have been improved,but the progress value of the experimental class is relatively greater.By observing the students' test papers,it is found that the quantity and quality of the word blocks used by the students are improved,and the mistakes in the articles are obviously reduced.What's more,through the comparative analysis of different level students in the contrast experimental classes before and after the composition test,it is found that chunk teaching method have different degrees towards low,medium and high level of students,and its stimulative effect increases from low level students,high level students,middle level students.Finally,the comparative analysis of interviews before and after the experiment show that the students' writing speed and level have been significantly improved,and the lexical approach has improved the students' awareness of using word blocks and confidence in English writing.Based on the theory of lexical chunks,psycholinguistics and language information processing,this study guides students to recognize lexical chunks,internalized lexical chunks,apply lexical chunks and check lexical chunks.I hope to explore a new way to effectively improve the English writing ability of high school students at different levels.