A Study On The Application Of "Reading-to-Write" Method Based On The Lexical Chunk Theory In English Writing Teaching In Junior High School

English curriculum standard for Senior High School(2017 edition)puts forward the curriculum idea of “Core Literacy of English Subject” for the first time in China,aiming at solving the problem of “how to cultivate students”,including language skills,cultural awareness,thinking quality and learning ability.As a productive skill,writing can directly reflect students’ comprehensive language ability,and it also promotes the internalization of language knowledge and enhances students’ comprehensive language ability.The purpose of this research is to survey the influence of the “reading-to-write”method based on the lexical chunk theory on the English writing ability of junior high school students.Literature studies have found that there are many studies on the“reading-to-write” method in the empirical study of English writing teaching,but in the empirical research of the lexical chunk theory,more attention is paid to the lexical chunk ability of college students,and less attention is paid to junior high school students.Few empirical studies that combine lexical chunk theory and the“reading-to-write” method for junior high school students.Based on the current situation of reading and writing teaching in junior high schools,the test description of the high school entrance examination,and the new curriculum standards,the author took advantage of the internship opportunity to carry out the following experimental research: a class of a junior high school in Lianyungang,Jiangsu Province,a total of 45 students were selected as the research subjects,a 16-week teaching experiment was conducted.The teaching experiment takes lexical chunks as the mainline and texts in the textbook as the blueprint.Using the “reading-to-write” method based on the lexical chunk theory to guides students to identify,internalize and accumulate lexical chunks in reading,to achieve the purpose of outputting lexical chunks in writing.At the same time,during the teaching experiment,the author pays special attention to the cultivation of students’ learning strategies for lexical chunks,hoping to stimulate students’ ability to learn independently.This research specifically focuses on two questions:(1)What are the attitudes of junior high school students to the “reading-to-write”method based on the lexical chunk theory? What is the current situation of students’ mastery and application of lexical chunks?(2)What is the impact of the “reading-to-write” method based on the lexical chunk theory on the English writing performance of junior high school students?Data sources include questionnaires,students’ compositions,and interviews.Through descriptive analysis,non-parametric test,and content analysis of the data,the results are as follows:First,this experiment greatly reduced the difficulties encountered by students in writing,alleviated students’ resistance to English writing,enhanced students’ interest in writing,and improved their confidence in writing.Students’ intrinsic motivation for English writing is enhanced,and their ability to master and use lexical chunks is significantly improved.The number of lexical chunks and types of lexical chunks used by students in English writing have increased.The most frequently used chunk type is high frequency collocations,followed by word & poly-words and sentence frames and heads.The least used is institutionalized expressions.Second,the test scores the students gained in the post-test of English writing are improved compared with the pre-test scores,and the improvement of the scores is significantly related to the number of lexical chunks used in the composition.This shows that this experiment has a optimistic impact on students’ English writing.In short,the “reading-to-write” method based on the lexical chunk theory has a positive impact on junior high school students’ English writing and improves their writing performance.However,restricted by objective factors,the samples of this experiment are not rich enough,and the experiment period is not sufficient,which needs to be resolved and continuously improved by follow-up research.