A Study On The Application Of Lexical Chunk Approach To English Writing Teaching In Senior High School

At present,there are some problems in English writing teaching in senior high school,which mainly shows that there are some shortcomings in the writing teaching methods of senior high school English teachers,and the common is one-sided emphasis on words and grammar,too much emphasis on imitating model articles.As a result,the students only rely on the words and grammar they have learned and put them together according to the thinking habits of their mother tongue,resulting in words do not reach the meaning,not authentic,not fluent,have pragmatic errors,students can not form their own writing ideas and other situations.Many scholars have deeply studied the above problems,they have also discussed some writing teaching methods,such as process teaching method,genre analysis method,but there are many drawbacks in the course of practical teaching.For example,the process teaching method puts too much emphasis on the writing process,without paying attention to the genre of the article,all articles follow the same writing process.Genre analysis method emphasizes discourse analysis too much in the teaching process and neglects the cultivation of students' creative thinking and critical thinking ability.Under the guidance of memory capacity theory and lexical chunk theory,this article discusses the application of lexical chunk approach in senior high school English writing teaching.Psycholinguistics believe that chunks can be stored and memorized as a whole,which can reduce the time of extraction and application when used,which is conducive to language input and output,which is consistent with the study of lexical chunk theory.Lexical chunks are a combination of semantics,context and grammar.They have both grammatical features and pragmatic functions,applying lexical chunks to writing teaching can help students overcome negative transfer of mother tongue,reducing pragmatic errors,and forming creative thinking and critical thinking in the process of language output,which can effectively improve the effect of senior high school English writing teaching.Based on this,this study attempts to answer two questions:(1)How does the application of lexical chunk approach affect the interest of senior high school students in English writing?(2)How does the application of the lexical chunk approach affect the English writing ability of senior high school students?This paper discusses three stages of lexical chunk approach in detail: input,internalization and output.In the input stage,firstly practice Chinese-to-Englishtranslation to make students intuitively feel the difference in language output between words and chunks.Secondly,combine the text to let students find the chunks in the article and classify them,so that the students can fully recognize the key role played by the chunks in the text.In the process of internalization,emphasis is placed on teaching materials,combined with teaching practice,teachers input a large number of useful chunks into the students through teaching,so that students can continue to practice these lexical chunks repeatedly through various forms of exercises,such as error correction,grammar filling,topic writing.In the writing output stage,it is divided into three steps to complete,which are brainstorming,outlining,and composing.Help students connect effective chunks with practical sentences,and improve their ability to accurately understand words and express meaning,improve fluency,coherence and accuracy in their use of chunks,and provide comprehensive improvement in writing ability and English subject literacy in an all-round way.In order to further verify the effectiveness of the lexical chunk approach in senior high school English writing teaching,we selected 130 students from two parallel classes in grade two of Minquan County Senior High School as the experimental subjects,and conducted a 17-week teaching experiment.Class 10 is the experimental class,using the lexical chunk approach.Class 11 is the control class,using traditional teaching methods.Afterwards,relevant data was obtained through writing tests,questionnaire surveys and random interviews,and statistical analysis was performed on the data obtained through Excel and SPSS 20.0 software.The research results show that,first,the application of lexical chunk approach can help students cultivate positive writing attitude and enhance their interest in English writing.Second,the application of lexical chunks approach enhances students' lexical chunks awareness,improves students' fluency,coherence and accuracy in lexical chunks use,can effectively improve senior high school students' English writing ability,and to some extent helps students to form good writing strategies and writing habits.In the light of the research conclusions,the limits of the teaching experiment,suggestions and prospects for the future teaching research were analyzed.