An Empirical Study On The Lexical Chunks Input To Promote Students’ Writing Ability In Senior High School

English writing ability is an essential part to improve students’ English language skills, meanwhile it is also an important way to examine students’ comprehensive abilities in English. So English writing has already become one of the most important tasks in senior high school’s English teaching. And it is always an important aspect of the university entrance exam. In the past few years, English writing has covered nearly 20 percent of the whole score, from which we can see the importance of it. The writing part in the college entrance examination in recent years has also set a higher requirement to high school students, such as: the integrity of the writing, the consistency of the context, the diversity of vocabulary and sentence patterns, the accuracy of grammar, the creativity of the expression, etc., which can comprehensively evaluate students’ writing ability. Therefore, how to cultivate students’ writing ability has been placed in a more important position than ever before. Senior high-school teachers are also faced with a more challenging task of strengthening their teaching of English writing. However, the result of the university entrance exam and an analysis of the daily teaching of English writing show that students’ writing ability has not yet meet the requirements of college entrance exam. There always exist many problems in relation to their writing ability: vocabulary insufficiency, inexpressiveness in sentence structure, the lack of creative writing in writing. So it seems that students’ writing level has met obstacle that is difficult to have a breakthrough. Based on the reasons above, this study attempts to apply the teaching method of lexical chunks in senior high school English writing teaching, hoping to promote high school students’ English writing ability through empirical research of practical teaching.The teaching method of lexical chunks is a new English language teaching methods, appeared in recent years. It has increasingly received more and more attention from English teaching researchers. Lexical Chunk is the important part of language use, and it is the unity by combining words with grammar. Chunk researchers believed that language is not the lexicalized grammar but thegrammaticalized vocabulary. Lexical Chunk has a strong advantage of extraction effect. And it is the semi-finished products of language, which can be stored in memory as a whole by English learners. So it can be directly extracted. The chunk will make language use more accurate, more convenient, and more native. So it will definitely improve students’ writing ability.Based on the research results of the language teaching researchers at home and abroad, the writer selected high school students as the research object, lexical chunks input as the method, improving the level of senior high school students writing as the purpose to conduct an empirical study of a whole term. The experiment is based on the teaching practice of lexical chunks in the senior high school Book1. Firstly, students are required to understand what lexical chunks are and get familiar with them. Secondly, students will receive training with lexical chunks recognition ability. Thirdly, students are guided to memorize and consolidate lexical chunks. Finally, students are guided to practice using the lexical chunks in everyday writing in order to consolidate them again. Thus the students can set up a bridge between the input and output of the lexical chunks that have been learned.The results of the study show that:1) The lexical chunks input teaching method can improve the writing skills of high school students. After a term’s experiment, the students of the experimental class and the control class have all improved their writing skills. But from the results of the independent-samples T test and the paired-samples T test, the writing level of the experimental class students has achieved much greater progress, significantly higher than the average level of the control class.2) The lexical chunks input teaching method can increase students’ interest and motivation in writing, and improve the ability of autonomous learning. From the results of questionnaires and the conclusion of interviews, the lexical input has greatly inspired the writing enthusiasm and self-confidence of the experimental class students, meanwhile, students’ autonomous learning ability has been greatly improved.