| Writing,an important productive skill in the skills involving listening,speaking and writing,can reflect the proficiency of language learners.However,the current situation of English writing in China's Junior High School is unsatisfactory.Therefore,how to improve their English writing performance and build up self-confidence is a big problem faced by teachers and students.In recent years,with the development of English language teaching and research,the researchers grow great interest in studying lexical approach.Taking Michael Lewis' s Lexical Approach as its theoretical basis,the present research is conducted in Zhangzhou Li Ren School.The subjects are students from two parallel classes whose chunk application and English ability are similar.The experiment,which lasts one term,makes the hypothesis that the application of the Lexical Approach can improve the Junior High School students' writing performance.Class 2,Grade 8 is the experimental group.In the research,the researcher adopted teaching of the lexical chunks and texts in units as the chief sources while guiding the students to identify,practice,consolidate and so on to take in the chunks and store them in their memory system.Then they can retrieve directly when writing.Meanwhile,to raise students' ability of English writing through the bridge of “lexical chunks” between input and output,the author teaches the students how to internalize,accumulate and apply.Class 1,where the traditional teaching method is in use,is regarded as the control class.The author analyzed the pro-experimental writing about the writing length and writing points.The result shows the writing length(P=0.043<0.05)and the writing points(P=0.031<0.05)in experiment class are quite more than the ones in the control class,which supports the hypothesis that the application of the Lexical Approach can improve the Junior High School students' writing performance.The thesis also raises some teaching suggestions based on the research results. |
PDF Full Text Request