An Empirical Study On The Influence Of Lexical Chunk Approach On Rural Senior High School Students' English Writing Ability

The General High School English Curriculum Standards of 2017 and the College Entrance Examination Outline of 2018 set higher requirements on English writing.Besides accuracy,more emphasis is placed on fluency and complexity.However,limited by the shortage of teacher resources and low initiative of students,the present English competence,especially writing competence of rural high school students in our country is comparatively weak.Students have some problems of monotonous sentence patterns,dull contents,lots of grammatical mistakes and disordered logic.In order to solve these problems in complexity,accuracy and fluency,this research attempts to apply the lexical-chunk approach(LCA)to English writing teaching to discuss its influences on rural senior high school students' English writing competence.Based on Michael Lewis' lexical-chunk theory,this research testifies the effectiveness of the application of LCA to rural senior high school English writing teaching through empirical study,and explores the influence of LCA on rural senior high school students' English writing abilities so as to provide some enlightenment for rural senior high school English writing teaching.In order to achieve the purpose,this researcher focuses on the following questions:(1)What influence does the application of lexical-chunk approach have on rural senior high school students' attitude towards English writing?(2)What specific impact does the application of lexical-chunk approach have on rural senior high school students' English writing?This research adopts quantitative method and qualitative method and selects two parallel classes of 90 students as research subjects from Panshan Senior High school in Panjin to conduct a semester experiment.Specifically,the lexical-chunk approach is adopted in the experimental class while the regular top-down teaching model is employed in the control class.Finally,this research adopts Excel to analyze and deal with the data collected by the experiment,and uses SPSS20.0 to make a statistic analysis according to the related data.The results of the research indicate that LCA has improved rural students' confidence and interest in English writing,and most of them have a positive attitude towards LCA as well as using it in their writing initiatively;students in the experimental class have made great progress in accuracy,complexity and fluency.The average score of writing of the experimental class has markedly exceeded that of the control class.Hence,the application of LCA can effectively raise students' interest and improve students' English writing competence and consequently has a positive influence on rural senior high school students' English writing achievements.Finally,this research proposes some suggestions for the application of LAC in senior high school English writing teaching in rural areas,and it is expected to provide some references for future studies.