An Experimental Study Of Lexical Chunk-Based Reading For Writing Approach In Senior High School English Teaching

Writing is one of the four basic skills in English learning.It is an indispensable part of senior high school English teaching.It aims to train students practical application of the knowledge,especially to enhance their comprehensive language ability.English Writing goes through the whole process of English teaching.However,English writing teaching in senior high school could be more optimistic.Writing has always been a big trouble for senior high school students.Facing a writing task,students often need help knowing where to start.Meanwhile,Writing has always been a big problem in English teaching.Two questions will be discussed in this thesis:(1)What influence does the“reading for writing” model based on the lexical chunk teaching method have on student’s English writing ability?(2)What attitude do students have toward the“reading for writing” model based on lexical chunk? How is the lexical chunk application?The research implemented an experiment on 96 students from two classes research in a senior high school in Kun Ming Number 10 Middle School participated in this experiment.The experiment lasted for four months in the experimental class.At first,a pre-test was carried out to evaluate participants writing ability.During the course of the experiment,the researcher designed a wide range of writing tasks based on the students’ cognitive level and discourse characteristics,and reading teaching provide lexical chunks.Last,the research analyze a series of writing factors such as students’ chunk using,conjunctive words.Post-test was carried out lastly so as to gain students’ writing scores.Questionnaires and interviews were used as supplementary instruments to evaluate students’ writing interests,habits,and strategies.Qualitative and quantitative research methods are applied to analyze the results.After a semester of a teaching experiment,the experimental results show that the method is beneficial in helping students improve their English writing ability.One is that the method lexical chunk has the most significant effect on phrase collocation.Compared with the pre-test scores,the students gained in the post-test of English writing improved,and the improvement is significantly related to the number of lexical chunks used.The experiments show that the teaching model can help students apply daily accumulation phrases to writing.And the model gained wide support from students who encountered difficulties in writing.It relieved students’ resistance,and enhanced students’ interest to solve problems.The model has a profound influence on student’s flexible writing thinking,use words flexibly,and reduces error expression.Students’ writing language becomes accurate and idiomatic while intrinsic motivation is enhanced.Therefore,students can excerpt lexical chunks from reading and rationalize using them in writing efficiently.