A Study On The Effectiveness Of Lexical Chunk Teaching Modes

Writing is one of the basic language skills that can best reflect the proficiency of language learners.Many scholars have proved that the use of lexical chunks can help language learners to improve the idiomaticity of language expression.Therefore,lexical chunk approach is gradually applied to English writing teaching.The freshmen of non-English major are in urgent need of effective lexical chunk teaching mode to improve their English writing proficiency.This paper studies the effectiveness of lexical chunks teaching modes in the English classroom of Non-English Major Freshmen.The author tries to answer: which lexical-chunk-based teaching mode have a positive effect on students’ English writing? In order to answer the above general questions,the following two sub questions need to be solved: Which lexical-chunk-based teaching mode has a lasting impact on students’ usage of chunks in their writing? Which lexical-chunk-based teaching mode can promote students to use chunk better in writing?In this study,two classes in the first grade of Zunyi Medical University were taken as the experimental subjects to discuss the above problems by analyzing the data in the experiment.In the teaching of the experimental class(EC),the author adopts the “Recitation Input” Teaching Mode,which encourages students to identify lexical chunks independently and review lexical chunks through text recitation.In the teaching of the control class(CC),the author adopts the “Promoting Writing by Reading” Teaching Mode,focusing on the cultivation of students’ autonomous accumulation of lexical chunks through reading.Finally,through writing training to achieve the purpose of consolidating lexical chunks.In the whole experiment,five tests were conducted by the author to test the subjects,which were pretest,post-test and three delayed-post tests.At the end of the experiment,by comparing the five experimental data,the author found that the English writing scores of the two classes in the post-test were significantly higher than those in the pretest and the number of lexical chunks used was significantly higher than that in the pretest.However,the number of lexical chunks used by the EC in the three delayed-post tests is decreasing,its writing performance is gradually improving.The number of lexical chunks used by the CC in the three delayed-post tests is increasing,but its writing performance is decreasing.It can be concluded that the "Recitation Input" Teaching Mode can have a continuous and positive impact on students’ writing.Its positive influence is mainly reflected in the correctness of students’ use of lexical chunks and the richer content of writing,the more accurate use of language,and the more perfect structure of the article.The influence of the "Promoting Writing by Reading" Teaching Mode on English writing is mainly reflected in the increase of the number of lexical chunks used.A large number of reading results in the accumulation of many lexical chunks,but students do not fully grasp the method of using lexical chunks.