A Study Of The Task-driven Lexical Chunks Approach On Students' English Writing In Senior High School

English writing is essential to English learning.As for senior high students,how to accumulate lexical chunks effectively and to use the lexical chunks properly play an important role in improving their English writing.But the current teaching of writing is unsatisfactory.On the one hand,the teaching methods of English teachers are not suitable.On the other hand,students should deal with some learning difficulties.This paper attempts to apply the task-driven lexical chunks approach to the English writing teaching in senior high school so that the English writing level and the writing competence of senior high school students will be largely improved.Task-driven lexical chunks approach focuses on the combination of task-based language teaching approach and lexical chunks theory.Task-based language teaching emphasizes the use of tasks as the core unit of planning and instruction in language teaching.It pays much attention to the involvenment of students.The chunks focuses on memorizing and using the idioms,fixed collocation and phrases.The theoretical foundations are psycholinguistics and language acquisition.The psychological linguistics emphasizes that chunks are generally regarded as a bunch of words in the whole memory and extraction.The accumulation of lexical chunks will be increased with the passage of time.Language acquisition theory emphasizes that language is acquired through acquisition rather than learning.The research questions are:(1)In what ways does the task-driven lexical chunk approach improve students' writing achievements?(2)In what ways can task-driven lexical chunk approach facilitate students' attitudes to English writing learning in senior high schools?80 students in Grade one from a Senior High of Lvshun participated in this teaching experiment.It lasts for 16 weeks.Class 1 is the experimental group and class 2 is the control group.There are 40 students in each group.The model of teaching in the experimental group is the task-driven lexical chunks approach while the control group adopts the traditional teaching model.The research instruments are questionnaire,pre-test and post-test and interview.The study shows that the level of English writing in the experimental group significantly improved.At the same time,the accumulation of lexical chunks have been largely increased.What's more,the use of lexical chunks is of great help to improve students' enthusiasm for English writing.Therefore,the task-driven lexical chunks approach can facilitate the improvement of students' English writing in senior high school.