Research On The Management Strategy Of Lexical Block Teaching In Senior Middle School English Writing

In the current evaluation system of English subject of Sichuan college entrance examination,writing accounts for 25 points,accounting for 17% of the total score of the whole paper.Therefore,for a long time,the teachers and the students attach great importance to English writing teaching and learning,but a lot of problems arise in the cultivation of writing ability.after consuming a great amount of time and devoting great efforts,there are still many problems in students' articles,including singleness of words,unreasonable collocation among words,the lack of connection between sentences and paragraphs.The main reason is that teachers usually teach with structural approach,where teachers and students suppose that students can naturally generate sentences under the rules of grammar but actually result in students' being short of words,or communicative one where teachers and students tend to focus more fluency than precision,causing collocation not to be consist with expression habits,sentences to be short of joint components and the whole article to lack associative perception.Therefore,teachers and students urgently need a writing teaching strategy to effectively improve students' writing ability.The lexical theory can serve as a practical solution to this problem.The theory believe that: since a large number of fixed or semi-fixed chunks which not only have lexical features but also syntactic features exist in the language structures,chunks can be integrally extracted by the users as a whole from the memory system,so that students can more quickly and more easily,more firmly grasp the learned vocabulary,so as to improve the ability of thinking and expressing in English.The chunk is a phenomenon where polywords frequently appear in real communication,and usually has a relatively fixed grammatical structure,specific pragmatic environment and stable collocational meaning,thus combining the advantage of syntax,context and semantics.Therefore,it is convenient,quick,accurate and fluent to learn and apply chunks,which can play a positive role in promoting writing,and provide us with an ideal teaching idea.The summary of the first part: at present,scholars' researches on the correlation between lexical chunks and writing mainly focus on proving the effectiveness of lexical chunks in English writing teaching,without specific and operable teaching strategies.The research subjects are mainly college students and second language learners.There are few empirical studies on senior high school students,and even fewer empirical studies on senior high school students who have been learning English for a while and are eager to improve their writing ability in the face of the college entrance examination.In view of this situation,this paper determines that the application of lexical chunks in English writing teaching in senior three is the research purpose,with the aim of further verifying and enriching the role of lexical chunks in promoting writing.The summary of the second part: psychological linguists Miller put forward the concept of chunk.chunk is a related information,and one part can promote the memory of another part.In the process of memory of English sentences,we can use the characteristics of the chunks to divide a sentence into several parts,which not only greatly reduce the difficulty of memory,but also makes the whole sentence easier to understand,memorize and express.The summary of the third part: the idea of lexical approach is that language is a grammaticalized vocabulary,so the teaching should focus on the chunks which have both lexical and grammatical functions.In the English writing teaching of the of senior three,lexical approach can be organized according to the topics involved in the teaching content,which can help learners to improve the speed and accuracy of language organization when they meet similar writing topics.In the process of teaching,teachers should follow the order of first establishing students' awareness of chunks,then inputting a large number of target language,and finally consolidating the learned chunks through rich activities,and then realize the fluent output of chunks.The evaluation of lexical approach should be centered on chunks,with process evaluation and summative evaluation combined,and students' self-evaluation,peer evaluation and teacher evaluation adopted.The summary of the fourth part: this study tries to verify the following three hypotheses :(1)lexical approach can obviously enhance students' awareness of understanding and using lexical chunks.(2)lexical approach can significantly stimulate students' interest in writing and enhance their confidence in writing.(3)lexical approach can obviously improve students' writing ability.Based on Lewis' lexical approach,the author conducted a 12-week teaching experiment.The research objects are the students in two parallel classes in senior three of the author's school.The two classes were the experimental group and the control group,respectively.In the teaching,the experimental group was taught with the lexical approach,and the control group was compared.At the same time,an interview questionnaire was used to investigate students' recognition of lexical approach after the implementation of lexical approach.The experimental results show that the lexical approach can obviously enhance students' understanding of lexical chunks and use of lexical chunks,effectively enrich students' vocabulary,and enhance language accuracy and structural coherence,finally significantly stimulate students' interest in writing and enhance their confidence in writing,and significantly promote the improvement of students' writing ability.The experiment also found that the lexical approach had little difference in the improvement of polywords between the experimental group and the control group,but it could significantly increase the expression of sentence frames and head and collocations or word partners,increasing the expression of advanced vocabulary and advanced sentence patterns.The summary of the fifth part: although lexical approach has obvious advantages,this paper has only conducted a 12-week research on writing teaching for senior three students,which cannot reflect the long-term changes of students' writing ability in the whole senior high school.Therefore,teachers should carry out lexical approach from the initial stage of high school to cultivate students' chunk consciousness.In the specific classroom design and after-class training,teachers should design rich and diversified productive training activities in combination with students' actual situation to make up for the shortage of collocations and sentence frames and heads in the textbook,and focus on cultivating students' ability to generate and apply chunks.The summary of the sixth part: in the process of lexical approach,we should focus on the students' future learning ability,so we should cultivate their independent learning ability.The study of chunks and the teaching of grammar are not opposite relations,but they should be combined to promote each other.During the chunks input stage,the accumulation for chunks of the students should be related to English syllabus and evaluated on a regular basis.In the stage of chunks output,the process evaluation should be carried out through the rich competition forms.At the end of each module,the teacher should evaluate the students' mastery of chunks through various comprehensive exercises in a timely manner,so as to help the students further consolidate the learned chunks.The success of lexical approach is inseparable from teachers' awareness and practice.