Study Of English Writing Teaching Under The Lexical Chunk Theory In Senior High Schools, North Of Shaanxi

As an important language output form, writing competence can reflect the actual language aptitude of learners to a great degree and thus plays an important role in English teaching in senior high school. However, by investigating some senior high schools in Yan'an City, Shaanxi Province, the writer found that in practical English writing classes,most of teachers adopt the traditional teaching method, which breaks away from the reality of students and makes class dull and boring. As time passes, the English writing competence of senior high students can't come to the standard of the New English Syllabus.According to Lexical Chunk Theory, lexical chunks can be used as a relatively independent entirety for memory. English learners can apply it directly or with little processing when writing. It reduces the interference of mother tongue to language output,making students' essays more coherent and native.Therefore, this paper tries to apply Lexical Chunk Teaching Method into English writing class of senior high, aiming to investigate the feasibility of the application of Lexical Chunk Theory in high school English writing class in the north of Shaanxi Province, and to put forward a tentative teaching model based on the Lexical Chunk Theory.In view of this, three research questions are put forward: 1. Can the Lexical Chunk Teaching Method be better at improving students' English writing grades, compared with traditional teaching method? 2. Are there any changes in the quantity and number of errors of lexical chunks in students' writing after the experiment? If there are, what are they? 3. Can the Lexical Chunk Teaching Method raise students' consciousness of comprehending and applying lexical chunks? What is students' attitude towards LexicalChunk Teaching applied in English writing? In order to answer above questions, the researcher adopts an experimental design, where the experimental class uses Lexical Chunk Teaching while the control class uses the conventional teaching. Two writing tests are conducted before and after the experiment; a questionnaire is conducted in the experimental class after the experiment. By comparing and analyzing the data collected before and after the experiment, it is found that: 1. Compared with traditional teaching method, the Lexical Chunk Teaching Method can improve students' English writing grades. 2. The quantity of lexical chunks in students' writings are increased obviously,and the number of errors decreased sharply after the experiment. 3. The Lexical Chunk Teaching Method can raise students' consciousness of comprehending and applying lexical chunks to some degree. On the whole, students think highly of the application of Lexical Chunk Teaching in senior high school English writing. The research proves that the application of Lexical Chunk Theory to senior high school English writing is effective, in the north of Shaanxi Province.