A Study On Impact Of Lexical Chunk Teaching On Senior High School Students’ English Written Expression Ability

In 1993,Michael Lewis put forward the concept of “lexical chunk”.Lexical chunks are multi-word language forms between traditional vocabulary and grammar with relatively fixed structures and certain meanings,which can be stored as a whole.Former research showed that lexical chunk teaching can help improve second language learners’ ability of language expression and overcome the obstacles of negative transfer of their mother tongue.As a consequence,this paper applied lexical chunk teaching into English class,aiming to explore the impact of lexical chunk teaching on senior high school students’ English written expression ability.Through the application of lexical chunk teaching to English teaching,this study aims to explore the following questions by the research methods of control experiment and interview:(1)What impact does lexical chunk teaching have on senior high school students’ English written expression ability?(2)How does lexical chunk teaching affect the accuracy,fluency and complexity of senior high school students’ English written expression? According to the actual teaching environment,this study adopted diverse teaching methods in the experimental class and the control class respectively.Lexical chunk teaching has been adopted in the experimental class to guide students to input lexical chunks through the procedures of identifying,exploring and consolidating so that they can apply lexical chunks to their written expression.In the control class,common teaching method has been adopted with no emphasis on lexical chunks.After the experiment,based on the use of lexical chunks in students’ written expression as well as the content of interviews with students,the impact of lexical chunk teaching on senior high school students’ written expression ability has been evaluated.The results are as follows:(1)lexical chunk teaching has a positive impact on senior high school students’ English written expression ability,and it can not only contribute to improving students’ awareness of lexical chunks,but also contribute to guiding students to consciously apply lexical chunks into their written expression;(2)lexical chunk teaching can obviously improve the accuracy and fluency of students’ English written expression,but the impact on complexity is not obvious.Based on the above results,some teaching suggestions are concluded.Firstly,teachers should be clear about the significant role of lexical chunks in senior high school English teaching and improve students’ ability of identifying lexical chunks;secondly,teachers should put lexical chunk teaching into students’ English learning process,lead students to practice lexical chunks and to consciously apply lexical chunks into use;finally,teachers should selectively guide students to collect and apply lexical chunks on the basis of students’ learning situation.