An Experimental Study On Application Of Lexical Chunks Theory In Rural Middle School English Writing

The importance of English has become more and more prominent along with the information of social life and the globalization of economy.English writing is an important part in English learning which is one of the most important skills for students in English learning.It is important to reduce the Chiglish and increase the fluency in the process of English learning.In EFL writing,writing plays an important role in learning English well.Also good writing can’t be without enough vocabularies.But it is hard to to remember words one by one.It is easier to get a large numbe r of words by the way of lexical chunks.Lexical chunks theory,based on the concept of lexical chunks,a teaching theory,is proposed by Lewis in 1970 s.A plenty of studies have showed that lexical chunks played an important part in foreign language acquisition.Recently,lexical chunks have been paid more attention in language teaching and researchers begin to notice them gradually.This study is based on the studies abroad and at home about lexical chunks theory in English writing teaching.Theories of psychology,constructivism learning theory,language information processing theory and second language acquisition are theories basis of lexical chunks.From this study,the results showed that lexical chunks can improve students’ writing scores,confidence in English writing and autonomous writing.The most important thing is to promote students’ writing abilities and skills.The author carried out a one-semester experiment to collect data of the tests and questionnaires in Gaocang middle school at Yuxi city.The control class of 31 students and the experimental class of 34 students are subjects,65 students of Grade Eight in total.The two classes are taught in the same situation except the writing methods.After the experiment,according to the pre-questionnaire,the past-questionnaires are made with a little changes for the experimental students.The data is analyzed by SPSS21.0.Besides,ten teachers were taken interviewed in different levels for three days one by one.The interview subjects are senior teachers,the first grade teachers and the second grade teachers.Through clearing up their answers,the author made sure that this study is significant for rural middle school.Due to lack of the mature questionnaire,in order to make sure the questionnaire reliable for two times,the author checked the reliability and validity.Cronbach’s Alpha is 0.773>0.7,which account for the questionnaire is reliable.If A is not larger than 0.7.The author needs to fix the questionnaire until it’s reliable.The difference analysis of the questionnaire war taken,and P is larger than 0.05.That is to say,there is no significance between EC and CC.They have the same level in English Writing.After the experiment,from the questions 1,2,7,8,first the high level students increase.Second,question two showed students were more interested in English writing and the attitude is more positive.Third,question seven experimental students would be easier to think of writing contents about lexical chunks.Forth,question eight told us that students collected lexical chunks more consciously.In a word,students can promote their abilities of collecting lexical chunks before writing and trying to use chunks during writing.The number of high –score students is bigger than before.So the method of using traditional writing teaching is much less useful than the writing methods with lexical chunks theory.The results of experiment are:(1)Teachers tried to solve the problem which was students didn’t know to write it.Even though they can write,they gave a composition with much Chiglish.Through a great number of input and output exercise,the teacher gave a holder to help students reduce their anxieties and be not afraid to write it.It is better to finish a composition because of better storage volume,quicker speed for picking up chunks from brain.(2)The writing activities of lexical chunks were designed by the teacher to help them accumulate lexical chunks.As they mastered chunks proficiencily,their enthusiasm and initiative would be increased and the abilities and scores are prompted.(3)In total,students hold a positive attitude for English writing.Learning for lexical chunks strategies changed their original attitudes for English writing,they became more confident.