An Empirical Study On Lexical Chunks In Senior High School English Writing Teaching Based On Core Competencies

The advancement of globalization has increased the urgent demands for talents with comprehensive English ability all over the world.Writing ability,as one of the four basic English abilities,has also been valued by scholars at home and abroad.Xing Wenjun（2020）points out that the teaching of English writing for senior high school students in China is faced with the problems of lack of genre awareness,low language ability and poor ideological connotation.In order to get rid of these writing dilemmas,Chinese scholars applied Lexical Chunks in writing teaching.However,through literature review and reflection on teaching experience,the author finds that although the implementation of Lexical Chunks can improve students’ writing ability to a certain extent,the overall effect is not significant.Students can not fully understand the meaning,classification and function of lexical chunks and apply lexical chunks meaningfully to the writing process.The advantages of Lexical Chunks have not been brought into full play.On the other hand,the English Curriculum Standards for Senior High School revised in 2020 clearly claims that teaching activities should be aimed at developing students’ core competencies and teachers should tap the hidden core competencies in the teaching process so as to turn them into reality.Therefore,under the guidance of Humanistic Learning Theory,Input Hypothesis and Output Hypothesis,the author designs the new teaching mode of English writing in senior high school,so as to explore the application effect of Lexical Chunks in senior high school English writing teaching from the perspective of core competencies.The author hopes that this study can bring the advantages of Lexical Chunks in senior high school writing teaching into full play,and implement the English subject core competencies in teaching process purposefully and systematically.The research questions of this experiment are:1.Can Lexical Chunks from the perspective of core competencies in writing teaching improve senior high school students’ English writing grades effectively?2.Can Lexical Chunks from the perspective of core competencies in writing teaching cultivate senior high school students’ English subject core competencies effectively?The research participants of this experiment are the senior one students of innovative classes 1 and 2 in Qing Dao high school.The author teaches two classes for 12 weeks.In the process of teaching,the experimental group uses the innovative teaching mode,while the control group uses the traditional one.During the experiment,the author collects the pre-test and post-test English writing grades,the number of total lexical chunks,wrong lexical chunks and organizational lexical chunks in each group;questionnaire data and the interview records of the experimental group.Besides,both quantitative and qualitative analysis are used to analyze the data and the following conclusions are drawn: Lexical Chunks based on core competencies in senior high school English writing teaching can improve students’ writing grades and cultivate their core competencies effectively.Based on the literature review,research results and the experience accumulated in the experiment process,the author tries to draw some enlightenment on how to implement Lexical Chunks in writing teaching from the perspective of core competencies effectively so as to improve students’ writing grades and develop their English subject core competencies: Firstly,teachers should understand the meaning of core competencies and Lexical Chunks.Secondly,teachers should tap the core competencies contained in Lexical Chunks.Finally,teachers are supposed to design writing teaching activities aimed at cultivating students’ core competencies.