Research On The Correlation Between The DPP Model Of Lexical Chunks Acquisition And Writing Teaching In Middle School

English writing is both a main approach to output for language learners and a key point for English teaching. With the implementation of English Curriculum Standards, higher requirements to the English writing teaching are put forward in the senior high school. For the majority of English teachers, how to achieve the goal of English Curriculum Standards and improve learners’writing skills effectively has become the urgent problem. In order to build the accessible bridge between language "input" and "output", the author tends to make use of the DPP Model of Lexical Chunks Acquisition to improve students’writing skills and offer an optional method for writing teaching.Based on the discovery learning theory, autonomous learning and lexical chunks acquisition, the author carries out an empirical research. The research adopts the DPP Model into writing process in three stages by guiding students to employ discovery learning before class, to present writing output in class, and to have productive drill out of class. The teacher helps students input lexical chunks concerned, and identify, internalize, accumulate vocabulary knowledge and lexical chunks. The author puts forward some sugestions on the English writing, which are compatible with modern learning styles such as autonomy, inquiry, and cooperation. The results of research show that the DPP Model of Lexical Chunks Acquisition can improve students’ writing ability, promotes students’discovery and independent ability in learning, and strengthen students’ interest of learning and writing motivation.The author believes that the research is of great value and positive practical significance for vocabulary teaching theory and writing teaching practice in senior high school.