A Study On The Application Of The Lexical Chunk To English Writing In Grade One Of High School

English writing is an important research area of second language acquisition and one of the methods to measure language ability.At the same time,the syllabus and the college entrance examination guidance put forward higher and higher requirements for the English writing.At present,the gap is very large between the negative vocabulary and the positive vocabulary of Chinese high school students.For instance,many students can do a good job in listening and reading,but are relatively weak in speaking and writing.In language acquisition,there are a large number of lexical chunks in natural language,which have grammatical and pragmatic functions and play a key role in the language output process.Based on the lexical chunks theory and the empirical research method,this paper verifies the feasibility and specific influence of chunk teaching method on English writing teaching of senior high school.In this research there are three questions :(1)What is the currents situation of senior one school students’ writing ?(2)Whether lexical chunk approach can improve the writing grades of high school students?(3)Whether lexical chunks can enhance high school students’ interest in writing?This study carried out a teaching experiment in No.31 senior high School and chose 100 research subjects from two parallel classes in No.31 Senior high school,assigned Class 5 as the experimental class(EC),Class 6 as the control class(CC)randomly.The experiment lasted one term.The author adopted lexical chunk approach in the EC,traditional writing teaching method in the CC.Apart from tests,the author also employed questionnaire and interview as the research instruments.Based on the above results,the major findings are as follows:(1)The application of lexical chunk approach can help students improve their writing grades.The mean score increased by 2.72 points in the EC,while there was no significant improvement in that of the CC.(2)Lexical chunk approach can stimulate students’ writing interest and some students also cultivated chunking awareness during the experiment and enhance their writing attitudes and confidence.The result of this study shows that teachers should combine chunk teaching with writing teaching,which should be constantly improved and developed.In this way,students writing performance will be improved gradually.