The Application Of Lexical Approach To English Writing In Junior High School

Writing,as one of the four language skills,plays an important part in English learning.However,for most junior high school students,writing is really hard.Their marks they get in writing is relatively low because of the large number of grammatical mistakes,influence of Chinese thinking and disordered structure.To make it better,the author looked for a lot of researches and found that students could improve their writing ability by strengthening the awareness of lexical chunks,accumulating more lexical chunks.In that way,they can form their own lexical chunks library.When they are writing,they can extract words from the library.In this way,the negative influence of Chinese will be less.Their writing is better and thus the scores they get in writing are higher.The author combines the theory related to lexical chunks and the teaching to formulate a way of teaching writing fit for students in Bashu Secondary School in Fuling.In this thesis,the following three questions are discussed.1)How students’ writing can increase on average under the influence of the teaching mode? 2)How students’ attitude toward writing will change and in what way in detail they will change under the influence of the teaching mode? 3)how the number of lexical chunks will increase during the process under the influence of teaching mode?The author analyzes the data and makes a conclusion by experiment to discuss how the number of lexical chunks in students’ writing will rise,how their attitude towards writing will change and how their scores will increase based on the theory about lexical chunks.Two classes with 30 students each participate in the experiment.They are almost equal in writing at first.Their teaching process and the text book they use stay the same.Before the experiment,they need to finish a questionnaire survey about their attitude,current situation,awareness of lexical chunks and ways of writing.Then they need to take a writing test and the data will be analyzed.During the experiment,The experimental group is taught in the designed new way and thecontrolled group is taught as usual in the traditional way.The author collects their compositions every Sunday evening when they return to school.According to the compositions,the graphs will be made to show how the number of the lexical chunks will rise.What’s more,the author tries to optimize the way of teaching to make it more detailed and more refined.After the experiment,the questionnaires are given to the students again to know about their current situation in writing.Besides,they also need to take a writing test.The data then is analyzed to show how they change in writing.At last,nine students from different levels of writing will be interviewed.From the interview,the author can get more information about the influence the teaching mode has on students,the change of attitude towards writing and the different suggestions students from different levels of writing give.The survey shows the following three conclusions.First,after the experiment,students’ scores in the experimental group can increase by 2.27 on average compared with the students in the controlled group according to the information analyzed by SPSS 16.0.Second,Students’ confidence in writing,ways applied to writing and awareness in writing are all greatly improved.Finally,in the first week,the number of lexical chunks rises slowly.In both the second and third week,the number of lexical chunks students use in writing increases rapidly.From the fourth week to the last week,the number of lexical chunks almost remains stable.