A Study Of The Influence Of Lexical Block Teaching On Senior High School Students' English Writing

Among the four basic English skills of listening,speaking,reading and writing,writing is an important productive skill,which can largely reflect students’ comprehensive ability to use the language.In recent years,Ordinary High School English Curriculum Standards and the college entrance examination have also put forward higher and higher requirements for writing,and students’ writing ability has been gradually focused.However,the current writing situation of senior high school students is barely satisfactory.The defects of traditional teaching mode become more apparent and this way has little effect.Therefore,how to effectively carry out writing teaching and improve students’ writing level has become major problems for scholars.In the process of trying to improve the teaching situation,the lexical chunk proposed by Becker and the lexical chunk approach advocated by Lewis have attracted extensive attention.Lexical chunks are some fixed or semi-fixed language structures and integrate meaning and function.They are convenient for students to extract from brain,helping to shorten writing time,reduce students’ writing pressure.Lexical chunk approach takes lexical chunks as the basic language unit to help students memorize and use.It helps to cultivate students’ lexical chunk awareness and increase their lexical chunk reserve,so as to improve students’ fluency and idiomaticity in language expression,and enhance their self-confidence.This study is based on the lexical chunk theory,integrating lexical chunk approach into senior high school English writing teaching.The study adopts comparative experiment and questionnaire survey method.The experimental subjects are two parallel classes of Grade 2 at Zoucheng Middle School.Class A,as the experimental class,adopts the lexical chunk teaching method which relies on textbooks and takes lexical chunks as the main line.Class B,as the control class,carries out traditional writing teaching without involving lexical awareness.During the experiment,two classes are tested before and after the experiment.And questionnaires for experimental class are conducted in the initial and final stages of the experiment.Hoping to explore the following questions through a one-semester-long experiment:(1)Is lexical chunk approach helpful to improve students’ writing performance?(2)For students at different levels,what are the different impacts of lexical chunk approach on writing ?(3)Can lexical chunk approach enhance students’ awareness of using lexical chunks,stimulate their interest in writing?The data of the two tests and questionnaire surveys are compared and analyzed.The results show that lexical chunk approach contributes to help students develop lexical chunk awarenessand improve their writing achievements.In addition,further research in the experimental class finds that lexical chunk approach has different effects on students of different levels,and has the greatest impact on middle level students.Meanwhile this approach can raise students’ lexical awareness and confidence.