The Impact Of Chunk-based Teaching On English Continuation Writing In Senior High School

The continuation writing appeared in the test paper as a new question type after the reform of the college entrance examination in Shandong Province.In the meanwhile,the requirements for students’ comprehensive quality and writing ability were correspondingly higher.As a Front-line teacher in high school in Shandong Province,I found that there are still many problems in continuation writing after reading,such as insufficient writing ability and Negative Transference of Mother Tongue.Therefore,based on the theory of Psychological Chunking Theory and Input and Output Hypothesis Theory,the study selected 86 students as the research objects who were from grade 2 in a high school in Qingdao,Shandong Province.To explore the impact of Lexical Approach on English continuation writing in Senior High School,the writer conducted a 16 week teaching experiment through comparative experiments with many research tools such as questionnaires,tests paper and SPSS.This study includes three research questions:(1)How does the Lexical Approach affect continuation writing grades in senior high school?(2)How does Lexical Approach affect the complexity of continuation writing in senior high school?(3)How does Lexical Approach affect students’ interest in continuation writing in senior high school?The results show that:(1)Applying the Lexical Approach in continuation writing teaching can significantly improve the students’ grades.Through the comparative analysis of the data of the pretest and post-test,it shows that the overall English writing performance of the students in the experimental class has improved significantly.Although the continuation writing grades of the control class under the traditional writing teaching mode have also improved,the range of improvement obviously can’t catch up with the experimental class.Therefore,Lexical Approach is significantly better than conventional teaching in improving continuation writing performance.(2)Lexical Approach can increase the complexity of students’ writing.After the experiment,the values of MLT(average length of unit),MLC(average length of clause)and CT(ratio of clause to T unit)of the students in the experimental class were improved.(3)Applying Lexical Approach to continuous writing teaching can improve students’ interest in writing and improve their confidence in English writing.