A Study Of Application Of Lexical Approach Based On Output-driven Hypothesis To The Teaching Of Senior English Writing

Writing is an important way of language output among listening,speaking,reading and watching as well as writing skills.It can be used to measure learners’ English language comprehensive application ability.Besides,English writing plays an indispensible role in the English testing paper of college entrance examination,which has proposed higher requirements for English writing.Additionally,National English Curriculum for Common Senior High School(2017)has stressed that according to different purposes and audiences,students are able to create new discourse in the form of written language by using corresponding linguistic knowledge,cultural knowledge,English thinking,etc.Given that traditional education focuses more on input instead of output,it is hard to arouse students’ enthusiasm of language output.Therefore,the author tries to combine output-driven hypothesis and lexical approach and apply them into senior English writing teaching to explore influences on students’ writing scores and figure out other underlying advantages and disadvantages of lexical approach based on output-driven hypothesis(LABODH),and the final aim hopes to improve the quality of future senior English writing instruction.In order to put this research into practice,the author conducts a teaching experiment for one semester in a senior high school in Dongguan where the writer has worked.She chooses two parallel classes randomly as experimental class(EC)and control class(CC)respectively.Ninety subjects include 54 boys and 36 girls,who are at the average age of about 15.3.For the experimental class,students are taught under LABODH;for the control class,students are taught by the traditional writing teaching model.This research adopts the mixed research,which involves quantitative and qualitative designs and analyses.More specifically,the research methods include experimental method,text analysis method,questionnaire investigation method and interviewing method.In order to make clear about the teaching effects and applicable condition of LABODH,the author has designed the research route detailedly.Before and after the teaching experiment,the author analyzes all these writing testing scores of three stages horizontally and vertically with the help of SPSS 20.0;the author finds out the lexical chunks in students’ compositions from pretest,posttest and delayed posttest,and then compares and analyzes the number of lexical chunks in general,the frequency of lexical chunks use and the accurate percentage of lexical chunks use;then the author also analyzes the correlation between the number of lexical chunks use in general,the accurate number of lexical chunks use and students’ writing scores.Besides,the author adopts the English writing anxiety inventory(EWAI)to measure whether the model has the advantage to reduce students’ English writing anxiety.And 15 students of EC are chosen as interviewees,who are interviewed after the teaching experiment.All the interviewed information is firstly transcribed and then analyzed by the help of Nvivo 10.0.That aims at exploring the underlying reasons behind the quantitative research results and figuring out students’ attitudes and suggestions for the implementation of LABODH.After analyzing the experimental results,the conclusions of this research are as follows:1.The results of t test suggest compared with the traditional writing teaching model,LABODH can improve students’ writing scores significantly and durably(p<0.05).These three groups have made a great progress in the accumulation of linguistic knowledge(wording,grammar,content)and writing strategy(flexibility of expression,discourse coherence and organization).The high-level group performs better compared with the medium-level and low-level groups.2.The statistical data of output condition of lexical chunks proves LABODH can increase students’ awareness to employ lexical chunks while writing;Pearson’s Correlation Coefficient r>0.74(p<0.01)suggests there is a positive correlation between the number of lexical chunks use and writing scores;so does between the correct number of lexical chunks use and writing scores.3.Compared with the traditional writing teaching model,new model also has other advantages.The results of scale-based questionnaire investigation verify that LABODH can reduce students’ English writing anxiety(p<0.05).The results of interview show that high-level and medium-level groups reduce more obviously than that of low-level group.The cognitive anxiety and writing avoidance behavior have been reduced extremely obviously for these three groups.What’s more,the results of interview suggest LABODH possesses the advantages of enriching students’ linguistic knowledge,improving students’ ability to apply writing strategies and strengthening students’writing confidence.4.For the problems in the implementation of LABODH,the interviewees have provided some feasible suggestions,including more guides and reinforcements inside and outside the classroom and more platforms for individual presentation and so on.In conclusion,this study has provided some theoretical and practical implications for the English writing instruction in senior high school.Due to some factors,this research has some limitations that still need be further perfected.