A Study On The Application Of Lexical Chunk Approach To English Reading Instruction For Senior High School

Reading is the main source of language input and the key to improving comprehensive English ability.However,the author found that the current problems that hinder the improvement of students’ reading ability still exist.Therefore,how to improve reading teaching methods and help students solve these difficulties in reading has become a problem to be studied.This research takes Lewis’ Lexical Chunk Approach as the theoretical basis,applying it to senior high school English reading teaching and three questions being raised in the research: 1.Compared with the conventional teaching approach,can Lexical Chunk Approach improve the English reading ability of senior high school students more effectively? 2.What impact does Lexical Chunk Approach have on senior high school students’ English reading(confidence,reading strategy,achievement satisfaction)? 3.Is there a correlation between students’ reading ability and their level of lexical chunks?Focusing on the above research questions,this thesis conducted a four-month reading teaching experiment with 122 students in two parallel classes(64 in the control class and 58 in the experimental class)of the second grade in a senior high school in Fuzhou in Jiangxi province.The control class adopts the traditional teaching approach,while the experimental class adopts the Lexical Chunk Approach.The research process adopts a mixed research method that combines quantitative and qualitative research.Interviews and questionnaires are used to understand the relevant information about students’ reading before and after the experiment,and reading tests and vocabulary tests are used to understand students’ mastery of lexical chunk and reading ability before and after the experiment.After the experiment,it is found from the descriptive analysis and correlation analysis of the test scores through data analysis software that Lexical Chunk Approach expanded the amount of lexical chunks of students and improved the reading test scores,and the students’ level of lexical chunks is positively correlated with reading ability.This shows that the implementation of Lexical Chunk Approach has improved the English reading ability of senior high school students;in addition,the analysis of the results of the questionnaire found that Lexical Chunk Approach has improved students’ reading strategies,increased students’ confidence in reading,and enhanced students’ satisfaction with reading test performance.Accordingly,the introduction of Lexical Chunk Approach into senior high school English reading teaching has a certain feasibility and can play a role in improving teaching,thereby enriching the development of English reading teaching research.