An Empirical Research On Lexical Chunks Approach To English Reading Teaching In Senior High School

As an important receptive languages skill,English reading is an important part of English teaching.In 2017,the Ministry of Education issued the English Curriculum Standards for Senior High Schools,which put forward higher requirements for English reading teaching.Teachers should pay attention to cultivating students’ interest and ability in reading.In the process of reading teaching,teachers should not only help students to learn language knowledge,but also help students to understand the discourse deeply and integrate language learning with meaning exploration.Michael Lewis,a famous American linguist,put forward the lexical chunk approach in the 1990 s.After that,more and more scholars have studied the application of lexical chunk approach in foreign language teaching in theory and practice.Based on the research at home and abroad,the author finds that there are more researches on the application of lexical chunk teaching approach to English writing teaching in senior high school,but less on the application of lexical chunk teaching approach to English reading teaching.Therefore,this thesis applies lexical chunk teaching approach to English reading teaching in senior high school,and tries to explore the effectiveness of lexical chunk teaching approach in English reading teaching through empirical research.In this thesis,lexical chunk teaching approach is used as the teaching approach of English reading class,and the teaching experiment is carried out in Yudu No.2Senior High School,Yudu,Ganzhou City of Jiangxi Province.This thesis is to explore:firstly,can lexical chunk teaching approach improve students’ interest in reading?Secondly,can lexical chunk teaching approach improve students’ reading ability? The author chooses 110 students from Class 7 and Class 8 of senior one as the experimental subjects.The control class uses the traditional grammar teaching mode in English reading class,while the experimental class uses lexical chunks approach to teach English reading in one term.Before the experiment,a questionnaire was sent out in the experimental class to know the current situation of students’ English reading.In the later stage of the experiment,a questionnaire was given out in the experimental class again,and 9 students were interviewed randomly to collect their opinions and suggestions on the application of lexical chunk teaching approach in reading teaching,so as to provide enlightenment for the application of lexical chunk teaching approach in reading teaching.All the results of the experiment were analyzed by SPSS 23.0.Through the statistical analysis of the collected data,the following conclusions are drawn: firstly,after a semester of teaching experiment,the students’ interest and self-confidence in English reading in the experimental class have been improved,and the students’ reading situation and reading habits have become better than before.Secondly,the reading ability of the students in both classes has been improved,but the reading ability of the experimental class is significantly higher than that of the control class.It can be seen that the application of lexical chunk teaching approach to English reading teaching in senior high school can effectively stimulate students’ interest in English reading,improve students’ English reading ability,and enhance students’ English comprehensive ability.