A Study On The Application Of The Lexical Approach In Junior High School English Writing Teaching

With the development of modern society and economy,more and more attention has been paid to English.As is known to all,English writing ability is a manifestation of comprehensive language application ability.The traditional emphasis on grammar and word teaching makes students ignore discourse and writing logic,which has an impact on students’ English writing to a certain extent.How to effectively solve the problems in junior high school students’ writing has become a big problem for teachers and students.As prefabricated language units,lexical chunks are stored in memory as a whole.Learning language through lexical chunks can effectively improve the efficiency of language memory and understanding,improve learners’ writing ability and form idiomatic expression.The Lexical Approach has attracted the attention of language education researchers in English writing teaching,but the research subjects are mostly college students.Based on the theory of the Lexical Approach,this study attempts to take it as a new way to improve junior high school English writing.On the basis of previous studies,in order to verify the role of the Lexical Approach in writing,this study aims to explore the following two questions:(1)Can Lexical Approach effectively improve junior high school students’ interest in English writing?(2)Can Lexical Approach effectively improve junior high school students’ English writing scores?The author uses a combination of qualitative and quantitative methods,through questionnaires,interviews and experimental research to explore the situation of Lexical Approach in junior high school English writing teaching.The subjects of this study are the students of two key classes in the first junior middle school of Yuanyang County,and the research period is four months.One of the classes is a control class,adopting conventional teaching methods,and another class is an experimental class,which adopts the Lexical Approach.At the end of the experiment,through the analysis of the data,the following experimental results are obtained:(1)Students’ interest in writing in experimental class has been enhanced after adopting the Lexical Approach.(2)After adopting the Lexical Approach,the writing scores of the students in the experimental class have been improved to a certain extent.This empirical study proves that the Lexical Approach can improve junior high school students’ interest in English writing and writing scores to a certain extent.It is hoped that this study can provide a reference for the application of the Lexical Approach in junior high school English writing teaching.