A Study Of The Application Of Lexical Chunk In Process Approach In Writing Teaching At Senior High School

Writing,as one of the four basic skills,is a main form of language output.It is a reflection of one’s integrated skill of language and an embodiment of one’s communicative competence.For this reason,both National English Curriculum Standards for Common Senior High School and the scoring standard for writing part in College Entrance Examination are becoming higher and higher.However,English writing teaching of high school is always the weak link in English teaching.Some schools even do not set up writing classes because it is not easy to raise writing scores.Teachers’ guidance on writing is limited to vocabulary and grammar.As time goes by,teachers may overlook the problems that arise in students’ writing,and students have little hope for the improvement of their writing.Though different methods have been attempted in teaching wring,there is still a need for searching for an appropriate method for different regions and different schools to improve students’ interests in writing.With the continuous development of teaching theory,the Process Approach is gradually known to English teachers.Process Approach advocates design,draft,peer review,revise,teacher feedback,and final draft during the process of writing.This approach can mobilize the students’ writing enthusiasm to a certain extent.However,this method does not pay enough attention to language input.In 1975,Becker first proposed the concept of lexical chunk,which can improve the idiomaticity of language input to some extent,and help accumulating certain input materials for students.Therefore,in this study,the author hokds that applying lexical chunks in Process Approach is effective in the English writing teaching of high school.Based on this,the author raises three research questions:(1)What are the difficulties that high school students have in English writing at present?(2)How can the Process Approach improve students’ English writing by applying lexical chunks?(3)How does the application of lexical chunks in Process Approach affect the students’ attitude towards English writing?This study,aiming at solving the problems existing in the English writing teaching of high school,takes grade two students of two classes from an ordinary high school of Xin Xiang as the research subjects.Class 5 is chosen as the experimental class and Class 6 is chosen as the control class.The thesis adopts the experimental method to explore the effect of applying lexical chunks to the Process Approach on students’ writing ability and on the improvement of student’s cooperative learning ability as well as the students’ writing interest.The author adopts test,interview,questionnaire,classroom observation to carry out the research.Firstly,the author analyzes those two classes’ pre-test of English writing and finds there is no significant difference between those two classes.Then the author analyzes the current problems existing in the high school English writing teaching through interviews and questionnaires.Thirdly,the author consults books and discusses with first-line teachers and experts,as a result of what,the author puts forward applying lexical chunks to the Process Approach and makes a plan.Subsequently,the author takes the plan with constantly reflection and modifies the plan.Finally,the author takes the second stage plan to collect data and analyze the data.The research shows that by using lexical chunks in Process Approach,students’ interest and confidence in writing improve obviously,and at the same time,students’ cooperative learning ability has an obvious improvement.Besides,students’ writing score in experimental class raised obviously.