Survey On The Use Of Lexical Chunks In English Writing By Senior High School Students And Teaching Countermeasures

Writing is a basic skill in English learning,the 2017 edition of the National Curriculum Standard for Senior English puts forward higher requirements for writing:“Students should have the ability to think and express in English,be able to use the existing language knowledge in a common and specific context,and effectively use written language to express meaning.” However,there are many problems in senior high school students’ English writing,some of them are lack of interest in writing,speechless in writing,lack of accuracy,fluency and authenticity in language expression.In the face of these problems,the use of lexical chunks can improve the accuracy and fluency of language expression in writing,and enhance writing confidence.Therefore,it is necessary to conduct an in-depth investigation on the use of lexical chunks in senior high school students’ English writing.Based on the chunking theory,the input hypothesis and the output hypothesis,this study investigates the use of lexical chunks in senior high school students’ English writing.It mainly studies the following questions:(1)What is the current situation of lexical chunks usage in senior high school students’ English writing?(2)How about the use of lexical chunks learning strategies of senior high school students?(3)What are the differences in the use of lexical chunks between high-score and low-score groups students?This study uses two research instruments: Text analysis and questionnaires.It takes 100 students of Grade 11 in Chencang senior high school as the research subjects,and analyzes the current situation of lexical chunks usage in senior high school students’ writing through their writing texts.80 writing texts were selected from 100 writing texts to compare and analyze the differences in the use of lexical chunks between high-score and low-score groups.Analyze the use of lexical chunks learning strategies of senior high school students by distributing 100 questionnaires.The research found that: in terms of the current situation of lexical chunks,senior high school students can use a certain number of lexical chunks in writing.But thenumber of lexical chunks is less and the use frequency is low,that is,the students’ awareness of lexical chunks is weak,and the use of lexical chunks in writing tend to choose simple lexical chunks.In terms of lexical chunks learning strategies,senior high school students have used some lexical chunks learning strategies in the process of learning lexical chunks consciously or unconsciously.But as a whole,the ability of using lexical chunks learning strategies is insufficient,the use of lexical chunks learning strategies is relatively simple.The mean value of social strategies and memory strategies is close to 4,which indicates that most students’ ability to use these two strategies is weak,and they need to strengthen the training of these two strategies.Regarding belief in lexical chunks learning,most students can recognize the importance of lexical chunks learning.Regarding meta-cognitive strategies,they only limit the learning of lexical chunks to textbooks,which is not conducive to students’ accumulation and comprehensive understanding of lexical chunks.Regarding cognitive strategies,most students use rote learning and mechanical learning methods,and lexical chunks learning efficiency is low.Regarding determination strategies,they simply guessing the meaning of the new lexical chunks,rather than look up the dictionary to further understand the meaning and related usage of the lexical chunks.Regarding social strategies,they are tend to choose individual and peer learning in the acquisition of lexical chunks,they rarely ask teachers for help.Regarding memory strategies,students lack scientific and efficient lexical chunks memory methods,the inadequate memory strategies usage also leads to the imbalance between the input and output of lexical chunks.In terms of differences in the use of four types of lexical chunks between high-score and low-score groups,the frequency of lexical chunks usage in high-score group is higher than that of low-score group.There are similarities and differences in the use distribution of four types of lexical chunks between high-score and low-score groups.The similarities are: They used poly words and phrasal constrains mostly in two groups,they used the institutionalized expressions least,and the sentence builders occupy the same proportion in the high-score and low-score groups.The differences is that in the high-score group,the most used is the phrasal constrains.In the low-score group,the most used is the poly words.Regarding the differences in the same type oflexical chunks usage,through the T test,it was found that p=0 in the use of sentence builders and phrasal constrains between the high-score and the low-score groups,so it has significant differences between sentence builders and phrasal constrains.P>0.05 in the use of poly words and institutionalized expression,so it has no significant differences between poly words and institutionalized expression.It shows that phrasal constrains and sentence builders can play an important role in writing.In the future teaching,teachers should improve students’ lexical chunks usage frequency as a whole by enhancing students’ lexical chunks usage consciousness.Improve students’ ability to use lexical chunks learning strategies and the single status by teaching students scientific and rich lexical chunks learning strategies.By broadening the access to student’ lexical chunks,enrich students’ lexical chunks reservation to improve the situation that the type of lexical chunks usage is relatively single and only at the word level,by increasing the input number of phrasal constrains and sentence builders,improving the low-score group students’ lexical chunks usage.Improve the imbalance between the input and output of students’ lexical chunks through various forms of lexical chunks training.