An Empirical Study Of Application Of Lexical Approach To Rural Senior High School English Writing Teaching

Writing plays a very important role in high school English learning.However,during their process of learning English,senior high school students in rural areas feel that writing is a very difficult task for them because of their lack of vocabularies,incorrect expression,incorrect fixed collocation,overflowing Chinese English and the confused logic in their writings.Many teachers and scholars hope to find out an effective way to improve students' writing competence.During this process,lexical chunks in the field of second language acquisition have been paid more and more attention by scholars both at home and abroad.The role of lexical chunks in grammar,pragmatics and semantics cannot be underestimated,many studies show that lexical approach can improve students writing competence effectively.Therefore,this thesis employs the lexical chunks theory and empirical research methods to confirm the availability of English Writing Teaching in rural high schools and analyze the specific influence of lexical chunks on rural high school students' English writing level.This thesis presents an empirical study on the use of lexical chunks in the teaching of English writing in rural high schools.This thesis mainly focuses on the following questions:1)What are the effects of lexical approach on improving the interest and attitude of rural high school students in English writing?2)How does the lexical approach affect the level of English writing of rural high school students?In this thesis,the researcher set the experiment object as two parallel classes in the Fifth Middle School of Hengdong,Hunan Province,and carried out strict teaching experiments on them.In the experimental class,the researcher used lexical chunks to guide students to write detailed exercises,while the control class adopted traditional teaching methods to guide students to write.The researcher used SPSS 17.0 software technology to analyze and test the collected data in detail.It includes qualitative analysis and quantitative analysis.There are questionnaires and interviews in qualitative analysis.There are two ways of quantitative analysis,that is,independent sample T test and paired sample T test.In addition,the students from the experimental class were asked to complete a questionnaire and also interviewed before and after the experiment.Through this empirical study,the researcher obtained the following two experimental results:1)Compared with the students in the control class,the students in the experimental class have significantly improved their learning interests and attitudes.2)English writing proficiency of the students in the experimental class has been improved more than those in the control class.The results show that the students from EG(the experimental group)get more advances in correctness,conciseness,and total writing performances than those from CG(the control group).Besides,students jfrom EG are enhanced in their interest and confidence in writing by applying lexical approach.It proved that lexical approach is of effectiveness in English writing in rural high school.