A Study On The Application Of Lexical Chunk Approach In Senior High School English Writing Under L2 I+1 Input Mode

As one of the four skills,writing plays an important role in L2 learning in senior high school.Previous studies have usually confirmed the effectiveness of lexical chunk approach under i+1 input mode in the field of L2 learning,but the impact of this mode on L2 writing in senior high school is questionable.The present study takes Monitoring Theory,Working Memory Theory,Noticing Hypothesis,and Output Theory as the theoretical framework to explore the effects of lexical chunk approach under L2 i+1 input mode on senior high school English writing.The purpose of this study is to answer the following questions: 1)After lexical chunk approach under L2 i+1 input mode,what changes do learners have in the number of chunks in writing? 2)What is the relationship between learners’ lexical chunks and writing scores in lexical chunks approach based on L2 i+1 input mode? 3)What are the changes in learners’ attitudes toward writing in lexical chunk approach based on L2i+1 input mode?In this study,two parallel classes in the first grade of senior high school in Weifang Shandong province were selected for a comparative experiment.Through the questionnaire,72 participants were selected and divided into experimental class and control class.They were asked to complete the pretest composition,post-test composition and questionnaires.The results are as follows: 1)After lexical chunk approach under L2 i+1 input mode,learners’ lexical chunks were significantly improved compared with those before the experiment.2)Based on lexical chunk approach under L2 i+1 input mode,there is an obvious positive correlation between writing scores and lexical chunks,that is,the more correct chunks are used,the higher L2 writing scores will be.3)After lexical chunk approach under L2 i+1 input mode,learners’ interest and self-confidence in writing were significantly improved;furthermore,most learners were obviously aware of the importance of chunks to writing.Based on the findings,pedagogical implications are provided,and new ideas for the subsequent research of L2 writing in senior high school are introduced.