An Action Research On Application Of Lexical Chunks In English Writing Teaching In Senior High School

As one of the four basic skills,English writing plays an important role in senior high school English learning.General High School English Curriculum Standard(2017 Edition)has put forward higher requirements for students' writing level.It expands the scope of article genre and writing themes,and pays attention to developing Students' English writing ability.However,the current English writing still adopts the traditional teaching concept,which makes senior high school students lack of language expression,thus forming a passive learning state.Hence,based on the new English curriculum standard,the author applies the lexical chunk theory in teaching English writing in this action research with an expectation to improve the students' English writing ability by cultivating students' awareness of lexical chunks accumulation.This study applies lexical chunk theory to English writing teaching mainly answering the following three questions:What are the effects of chunk theory on the use of lexical chunks in high school English writing ?Whether chunk theory can improve students' interest in writing and change their learning attitude?What are the effects of chunk theory on students' English writing proficiency ?The research target of the study are 54 students in grade two in Haikou.The teaching period is 14 weeks.Before the implementation of action research,students are tested in writing and investigated with questionnaires in order to find out the problems in students' writing.This action research is divided into two rounds,at the end of first action research,students are tested to analyze the results in the form of examination and interview.At the end of second action research,students are tested in writing to analyze the test results.The findings are as follows:1)after two action studies,the number of lexical theory in writing teaching of action research increased significantly,and students use the poly-words more highly than other kinds of lexical chunks.The result shows that the teaching of lexical chunks has a positive impact on the number of lexical chunks in students' English writing.2)The application of Lexical Chunk Theory can enhance students' interest in writing.Through carries on the questionnaire survey and interview on student,we can know that students are greatly reduced the difficulties in writing under the guidance of Lexical Chunk Theory.Writing is no longer a task required for students who begin to be confident andinterested in writing.Due to the influence of limited conditions,there are some shortcomings in this action research,such as short teaching period,insufficient sample size,etc.,which need to be solved and further improved in the future.