On The Application Of Lexical Chunk Schema In Teaching English Underachievers English Writing At Senior High School

English plays a key role in today's globalization, which is also vital to individuals and the community. However, the number of English underachievers is on the increase in the practical English teaching process for various reasons. Under the new curriculum standards, it is no longer the primary goal of English teaching in senior high school to pursue the transition rate blindly. We should focus on the development of individual students. What's more, students'interests of English learning, their attitudes towards English, as well as self-confidence should be put in the first place in the English teaching of senior high school. In this case, it is of great significance to help English underachievers arouse their interests of English learning and their comprehensive language abilities.Nowadays most of the researches have paid attention to analysis of causes and types of English underachievers. What they haven't covered is how to improve the efficiency and effectiveness of English underachievers correspondingly.Since English writing presents students' comprehensive language abilities, the author put forward a new conception of lexical chunk schema, according to a variety of studies and theories from home and abroad. This new type of schema consists of different topics and different kinds of linking words. That is to say, lexical chunk schema provides students with plenty of lexical chunks organized in a certain topic or the same function in discourse, which will help to improve teaching efficiency of English teachers and arouse students'interests of English learning.The thesis falls into 6 chapters. Chapter One states the origin, purpose and significance of the research. Chapter Two introduces a literature review in this study, including the definition and the classification of lexical chunks, the definition of schema and the conception of lexical chunk schema. Chapter Three presents the research methodology, including the objectives, subjects, the instruments and the procedures. Chapter Four takes a teaching design of unit 2. model 3 for example, using the lexical chunk schema theory. It shows how to put this theory into each part of the whole unit. Chapter Five gives the analysis and discussion of the previous part. Chapter Six concludes the thesis, showing the enlightenment of the research and its limitation.The research selects part of the students from Wuhan No.39 Senior High School as the subjects, employing pre-test and post-test, questionnaires and classroom observation together with feedback as the instruments.The results show that although both groups have made progress after the teaching experiment, the result of the experimental group is slightly better than that of the control group. It indicates that the lexical chunk schema approach do have some effect on the experimental group. It helps students to recall more lexical chunks while writing English papers, thus improving their writing ability. At the same time, students in the experimental group show much more interests in English writing. Due to various constraints, the research has some limitations, for example, the sample size was small and the experiment was only conducted on an ordinary school. Nevertheless, it does have certain positive effects on teaching English underachievers English writing.