A Study On The Application Of Chunk Theory In Senior High School English Writing Teaching From The Perspective Of Multi-Modal Reading

Chunk is a relatively fixed prefabricated block between vocabulary and syntax,which can be directly extracted and used by students from their brains during writing.It can help students reserve rich vocabulary and phrases and form good logical thinking in writing.In recent years,many studies have combined the two skills of reading and writing in English teaching,with the help of multi-modal teaching methods or tools to cultivate students’ multi-modal reading ability,that is,the ability to fully understand various modal information,internalize the input information and reorganize the use according to the context requirements.Due to the insufficient attention paid to writing in domestic foreign language teaching,the teaching methods are also relatively backward.Learners’ interest in English writing is not high,writing content is not standardized,and they are greatly influenced by native language thinking.This study puts the chunk teaching model into the perspective of multi-modal reading and applies it to the teaching of English writing in senior high school,aiming to explore the impact of the chunk teaching model on the learning effect of English writing in senior high school from the perspective of multi-modal reading.Based on the input hypothesis,output hypothesis,multi-modal discourse analysis theory and psycho-linguistic theory,this study takes 56 students in the first year of a key high school in Harbin as the research object,carry out the teaching research around the following two issues: first,compare traditional writing teaching strategies,can the application of chunk theory to senior high school English writing teaching from the perspective of multi-modal reading relieve students’ writing pressure and improve students’ writing efficiency? Secondly,compared with traditional writing teaching methods,can the application of chunk theory in senior high school English writing teaching from the perspective of multi-modal reading effectively improve students’ writing ability?The entire teaching research lasted for three months,divided into preparation stage,experimental stage,and data analysis stage.In the experimental preparation stage,the teaching mode of chunk writing from the perspective of multimodal reading is constructed,and students are given a theoretical introduction to chunk and multimodal reading.Then design a survey questionnaire,teacher interview outline,and classroom observation form.In the experimental stage,after discussing with the English teachers in the class,the chunk theory from the perspective of multimodal reading was applied to writing teaching,and classroom observations were recorded.After the experiment,a questionnaire survey was conducted on the students again,interviews were conducted with teachers and students,and English writing test scores were collected and summarized for analysis.Through the analysis of experimental data,the following findings were found in this study: firstly,after a period of multi-modal reading perspective of chunk teaching,students’ English writing efficiency and ability were improved.Secondly,after nearly three months of teaching experiments,the author has summarized the implementation process of the chunk teaching model from the perspective of multi-modal reading in high school English writing teaching.However,there are still some deficiencies in this study,such as the small scope of the study,the limited sample size,and the author’s lack of experience in foreign language teaching and experimental research.